Tatkachenko is in contact. Tkachenko tatyana alexandrovna logopedic exercises. Sounds and signs. Difficult to pronounce consonants
) The book summarizes and systematizes the experience of one of the leading speech therapists in Moscow to eliminate speech defects in six-year-old children. For a long time, this experience was disseminated fragmentarily in the advanced training courses for teachers and was evaluated by practitioners in the most positive way. This manual continues a series of publications outlining the author's system for correcting general underdevelopment of speech in preschool children. (see Tkachenko T. A. If a preschooler speaks poorly. - St. Petersburg: Accident, 1998).
The publication is addressed to educators, methodologists, speech therapists of various children's educational institutions, as well as parents.
From the author There is very little time left before the child enters school, and his speech lags behind the age norm. Will the future student be able to fully study? Will he cope with the school program? Such questions are of concern to both parents and teachers, especially when it comes to such a complex and intractable violation as general underdevelopment of speech.
Thirty years of successful work with children of this category, extensive experience in teaching advanced training courses, as well as a sincere desire to help all those for whom the problem of preparing children with general speech underdevelopment for school is relevant today (and in modern pedagogical literature it is clearly not covered enough) motivated the author to write this book.
In order to fully prepare children with underdevelopment of all components of the language system for school, a number of tasks need to be solved, namely:
To develop in children the habit of productive learning activities,
Eliminate phonetic-phonemic insufficiency,
To form the skills of sound analysis, and then syllable-by-syllable reading,
Develop connected speech
To prevent writing and reading disorders, the likelihood of which is especially high in children of this category.
It is possible to carry out such a volume of work only under the condition of qualified, comprehensive and systematic special education for preschool children.
In correctional groups of children's educational institutions (DOE) all conditions have been created to overcome speech defects in children and prepare them for schooling, however, the lack of systematized practical material on this problem significantly complicates the work of specialists.
This manual contains a description of the system of correctional and developmental activities of teachers (speech therapist and educator) with children of 6 years of age with a general underdevelopment of speech.
Educators of speech therapy groups will find in the book a description of all types of educational activities, a schedule of classes, methodological recommendations for them, plans and notes.
Speech therapists are encouraged to:
Annual thematic plan of frontal classes (180 topics),
Detailed notes of 41 lessons,
original visual material (diagrams, tables, etc.).
Methodists and heads of preschool educational institutions, having become acquainted with the methodological foundations of remedial education, will be able to provide more qualified and effective assistance to teachers of speech therapy groups.
Parents of children with general underdevelopment of speech, having studied the materials of this book, will become more competent, conscious and actively participate in the process of complex correction of the defect.
This manual continues a series of publications that outline the practical experience of the author: “Outline plans speech therapy classes» (M., 1995), "If a preschooler speaks badly" (St. Petersburg: Accident, 1997), "Speech therapy notebooks" (St. Petersburg: Detstvo-Press, 1998) (FOOTNOTE: In the book “If a preschooler speaks badly” and “Speech therapy notebooks” - appendices to it - the system of speech therapy classes with five-year-old children is described in detail.). In comparison with the listed manuals, this edition has significantly expanded the methodological and practical parts.
Speech therapists, as a rule, are interested in the clinical manifestations of various defects, united by the term general underdevelopment of speech, as well as methods of differential diagnosis. At advanced training courses, the question of consistency in the work of a speech therapist and a teacher of a correctional group is often raised, problems that arise when teachers communicate with parents are discussed. Beginning speech therapists need not just notes, but a detailed explanation of each method of work. For experienced practitioners, planning and conducting lexical and grammatical classes, especially teaching literacy, cause difficulties. All these and many other issues important for the work of teachers, we tried to take into account and highlight in this publication. For each of the areas of correctional activity, we have compiled detailed methodological and organizational recommendations that, we hope, will help speech therapists working not only in specialized speech therapy groups, but also in various preschool institutions. (polyclinics, orphanages, sanatoriums, mass kindergartens, etc.).
There is no doubt that in one book it is impossible to cover the entire spectrum of problems related to the preparation for school of children with general underdevelopment of speech. Therefore, in the near future we plan to release the next series of "Speech therapy notebooks" for correctional work in the preparatory group.
Offering colleagues a system verified and honed by many years of practice, the author is well aware that many talented and creative workers will make their own adjustments to it. Otherwise it is impossible! Pedagogy (and correctional in particular) becomes a dead science, if even for a short time it stops in constant movement forward - after time, after progress, after new achievements!
Let me wish everyone who has connected their lives with preschool speech therapy the ability to doubt and be surprised, constant search and gain, inexhaustible interest in children and happiness from communicating with them!
Speech therapist T.A. Tkachenko
General underdevelopment of speech in children of six years of age The general underdevelopment of speech is considered to be such a form of speech anomaly, in which a child with normal hearing and initially intact intelligence turns out to be unformed all the components of the language system: phonetics, vocabulary and grammar.
Preschoolers with general underdevelopment of speech who have reached the age of 6 are enrolled in a preparatory group for school in a children's educational institution (DOE). Most of these children to the beginning last year training in kindergarten reach the highest - the 3rd level of speech development or mild general underdevelopment of speech (NBOYP).
Among the children of preparatory speech therapy groups there are those who studied in kindergarten for one, two and even three years. However, there may also be children who have not previously had speech therapy assistance and are accepted into a group in the direction of the medical and pedagogical commission for one academic year. Correctional work with such children is the most difficult and stressful, since the minimum period to correct the general underdevelopment of speech, as well as to prepare the child for schooling, is 2 academic years. (Guidelines to the acquisition of speech therapy groups. - Ministry of Education of the Russian Federation, 1986).
The state of speech activity and the level of formation of language means in each of the children in the preparatory speech therapy group, of course, have individual characteristics. However, general patterns can be noted, which we will dwell on in detail.
Pronunciation of sounds. In children who have previously received speech therapy, as a rule, the most difficult phonemes in terms of correction remain unformed: hissing (W, W, H, u) and the sounds P and Pb. In children of the first year of study, the pathology of pronunciation is more serious and covers not 2, but 4-5 groups of sounds (whistling, sonorous, hissing, often soft and sonorous). But all children have a mixture (for listening and pronunciation) sounds close in acoustic and articulatory plans: S-Sh, 3-F, R-L, Ch-Th, Ch-Sch, Ch-Ts, S-Sch.
Unlike the initial stages of learning, the syllabic structure and sound filling of the child's speech are distorted for the preparatory group only in words containing 4-5 syllables, with one or two confluences of consonants (construction, plumber, border guards, tape recorder, etc.).
The vocabulary of preschoolers with general underdevelopment of speech by the age of six is significantly filled, but still lags behind the age norm both quantitatively and qualitatively. Difficulties relate to the selection of synonyms and antonyms, related words, relative adjectives, words that have an abstract meaning, some generalizations.
The use of prefixed verbs, nouns denoting professions (conductor, ballerina, director, combine operator, etc.) or names of athletes by sport (gymnast, runner, swimmer, skater, etc.), detects a significant number of errors. Children's vocabulary often lacks compound nouns (ice drift, juicer, dough mixer, etc.), compound adjectives (thin-legged, long-tailed, sharp-faced, etc.), possessive adjectives (fox, monkey, elephant, etc.) etc.
Children cannot always accurately and fully explain the meaning of a familiar word, pick up more than two or three adjectives or verbs for a given noun (What can a cow do? What kind of vase is this? Etc.).
Grammar of speech. If the child has studied in a speech therapy group, he is able to build simple non-common and common sentences, including phrases with several definitions. However, even in such sentences, the majority of children continue to show violations of coordination and control. (a tall tree, five pears, two buckets, touched his forehead, looked after a squirrel, etc.), omissions or substitutions of compound prepositions (because of, from under, from / with, over), changing word order. These errors are most typical for untrained preschoolers. And all the children of the group (trained and untrained) find it difficult to build complex and complex sentences.
These violations in all components of the language system, of course, are reflected in the coherent speech of preschoolers, which continues to be imperfect. The children's stories are not complete enough, detailed, consistent, consist mainly of simple sentences, are poor in epithets, contain phonetic and grammatical errors.
In correctional groups preparatory to school, a speech therapist conducts literacy training. At the beginning of the school year, children's readiness for reading and writing is different. Untrained children have to be taught from the basics of sound analysis, trained children need to consolidate their skills.
It should be borne in mind that for competent reading and especially writing for children of this category, it is not enough to know the letters and be able to write them. Only after obtaining clear ideas that a sentence is made up of words, words consist of syllables and sounds, and the sounds in each word are arranged in a certain sequence, and a strong skill in determining the order of sounds in two- and three-syllable words with a confluence of consonants, it is advisable to learn letters. Otherwise, they may remain meaningless signs for the child and a preschooler with speech underdevelopment will not be able to use them.
In preparing for school, a significant role belongs to higher mental functions closely related to speech activity. This attention, memory and verbal logical thinking.
Compared to untrained six-year-olds, the level of attention of their trained peers is higher. They are able to work actively during two sessions of 25-30 minutes each, mastering the educational material in the amount of 60-80%. The time of productive work of untrained preschoolers is much lower. At the very beginning of training, it is 5-7 minutes and only by the middle of the academic year reaches the relative norm.
Compared with five-year-olds, in children of 6 years of age, the indicators of visual and speech memory increase by 2-3 units: preschoolers of the preparatory group are able to retain and reproduce a series of 5-6 words, repeat the names of 5-7 pictures, put the same number of objects into original order, etc. . These children memorize from the first time and repeat clearly rhythmic couplets, short stories, and tongue twisters. In untrained children, even with relatively intact visual memory, speech memory lags behind the norm. Apparently, this is influenced by the underdevelopment of the processes of attention, auditory and phonemic perception. In addition, as practice shows, at the beginning of training, children have a noticeably reduced sense of rhyme and rhythm, which negatively affects the memorization of verses.
The decrease in the indicators of verbal-logical thinking in some children is of a secondary nature. Most of them easily carry out non-verbal classification: inclusion of an object in a row, exclusion from a row of an extra object or an object with pronounced features. (color, shape, size). The same tasks, but associated with reasoning, inference and indirect conclusions, cause serious difficulties for preschoolers. For example, to single out as an “extra” tea cup among metal utensils or a boy without a headdress among children dressed in winter, explain a proverb, analyze a situation, guess an unusual riddle - far from all six-year-olds can do it without long special training. At the same time, the improvement of verbal-logical thinking has a positive effect on speech development, which is impossible without analysis, synthesis, comparison, generalization - that is, the basic operations of thinking.
A special group is made up of children in whom the general underdevelopment of speech is combined with the clinical manifestation of dysarthria, rhinolalia and alalia or is their consequence.
Dysarthria is a persistent violation of the pronunciation side of speech, due to insufficient innervation of the organs of the speech apparatus. Speech therapists, as a rule, deal with erased forms of dysarthria, which are manifested by mild peripheral paresis of the muscles of the tongue. With such children, articulation gymnastics should be practiced systematically, actively and for a longer time than with other preschoolers.
Rhinolalia is a violation of the timbre of the voice and sound pronunciation, due to the incorrect participation of the nasal cavity in the speech act. In severe cases, these children may have impaired pronunciation of 35-38 sounds! Corrective work on sound pronunciation in a kindergarten increases in some rhinolalics up to 15-18 months.
Motor alalia is the most persistent speech underdevelopment observed in cases where there is damage or underdevelopment of the speech areas of the cerebral cortex. These children have a later (after 2.5–3 years) beginning of speech, slow replenishment vocabulary active use of facial expressions and gestures in communication (the so-called secondary compensatory forms). At the age of six (after a long study, even after reaching the 3rd level of speech development) Alalik children have a pronounced lack of language resources. With the relative preservation of the understanding of everyday vocabulary, they find it difficult to name many objects and phenomena, especially those that do not carry a specific visual representation. (generalizations, abstract concepts, nuances of the meaning of the word, etc.). However, in relation to subject vocabulary, such children are characterized by a variety of substitutions. Here is how a child with motor alalia explains some subject concepts: KIDNEY - a letter or something (mixing on a sound basis with the word mail); STARLING - the king lives (mixing with the word palace); BREAD - a shop where they buy bread; ROOTS - birds peck (mixing with the word feed).Obviously, substitutions occur both in terms of sound and semantic features.
Children with motor alalia are also characterized by a persistent gross violation of the syllabic structure and sound filling of words. If there may be no errors in the worked out, memorized 4-5-complex words, then new, even lighter in syllabic structure, words are pronounced distortedly, for example: migasty (gymnasts), galleys (jugglers), fulo (prompter), holo-ped (speech therapist).
Children with motor alalia have significant difficulties in phrasal and coherent speech, coarse and persistent agrammatisms, and literacy is very difficult to learn.
In terms of pronunciation, Alaliki children, having, as a rule, unimpaired motor skills, quickly master non-verbal articulations, but they cannot realize these possibilities when pronouncing words. Automation of the correct pronunciation, as well as the differentiation of set sounds in such children, occurs in a much longer period.
All aspects of speech therapy work with 6-year-old children with a variety of manifestations of general underdevelopment of speech, noted by the author in the course of many years of practical activity, are reflected in the annual plan and abstracts of group speech therapy classes outlined in this book.
Psychological and pedagogical features of preschoolers with general underdevelopment of speech The general underdevelopment of speech of preschoolers is not necessarily complicated by any disorders of neuropsychic activity, however, in practice, the combination of speech underdevelopment with a number of neurological and psychopathological syndromes is much more common.
Among the neurological syndromes associated with speech underdevelopment, according to the classification of Dr. medical sciences E. M. Mastyukova (Footnote: N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva. - Yekaterinburg, 1998. - P. 17.), the following can be distinguished.
Hypertensive-hydrocephalic syndrome is a syndrome of increased intracranial pressure, in which there is an increase in the size of the head, protruding frontal tubercles, and expansion of the venous network in the temples. The syndrome manifests itself in violation of mental performance, voluntary activity and behavior of children. Such preschoolers are characterized by rapid fatigue and satiety with any kind of activity, increased excitability, irritability, and motor disinhibition. In some cases, with this syndrome, children do not tolerate heat, stuffiness, driving, often complain of headaches and dizziness.
Cerebrosthenic syndrome, manifested in the form of increased neuropsychic exhaustion and emotional instability. These children have impaired active attention, memory and perception. educational material. In some cases, the syndrome is combined with increased excitability and motor restlessness, in others - with a predominance of lethargy, passivity, lethargy.
Syndromes of movement disorders, characterized by a change in muscle tone in the form of mild hemial monoparesis, paresis of the muscles of the tongue or its tremor and violent movements, as well as manifestations of spastic tension in individual muscles. Disorders of articulatory motility in such children are persistent and are often diagnosed as erased forms of pseudobulbar dysarthria.
Expressed negativism (resistance to the requests and instructions of all others or specific persons);
Aggressiveness, pugnacity, conflict;
Increased impressionability, getting stuck, often accompanied by obsessive fears;
Feeling of depression, a state of discomfort, sometimes accompanied by neurotic vomiting, loss of appetite;
Enuresis (urinary incontinence);
Masturbation;
Increased resentment, vulnerability;
A tendency to morbid fantasizing.
The presence of these painful features in children with general speech underdevelopment is explained by the fact that speech underdevelopment itself, as a rule, is a consequence of residual organic damage to the central nervous system.
The reasons for the appearance of persistent speech and psychological pathology in children can be
Various hazards that occurred during fetal development, during childbirth or in the first years of a child's life. These, according to the author's long-term observations, include:
hereditary factors (mental retardation, mental illness, severe metabolic disorder, hormonal disorders in parents);
Complications of pregnancy (viral diseases, maternal and fetal blood incompatibility by Rh factor or group affiliation, frequent threats of miscarriage, abdominal bruises, prolonged stress, maternal smoking, alcohol, drug use);
Features of childbirth (rapid or protracted labor, complications of obstetric intervention - forceps, caesarean section, vacuum, etc. - leading to brain injuries, fetal asphyxia);
Postnatal (postpartum) factors up to two years (meningitis and meningoencephalitis, dysentery, pneumonia and other diseases that sharply weaken the child's body, frequent otitis media, concussions and bruises of the brain, some types of poisoning);
The influence of the communication environment (long-term traumatic situations, serious mental trauma, bilingualism in the family, social neglect, improper upbringing).
Not each of the above factors will necessarily be decisive for the occurrence of developmental pathology. However, dysontogenetic disorders, leading to the underdevelopment of certain structures and physiological systems of the body, as well as encephalopathic, leading to damage to the zones of the central nervous system, cannot pass without a trace for the child. In addition, perinatal factors are more traumatic than postnatal ones, since they act on less formed brain cells. Combinations of several hazards are not uncommon in practice, which cause not only speech, but also psychological and pedagogical deviations in development.
Thus, the problem of correcting general underdevelopment of speech in the overwhelming majority of cases is a complex medical and pedagogical problem. The exception is uncomplicated variants of the general underdevelopment of speech, as a rule, of a functional nature.
Naturally, a speech therapist does not require medical advice or even a clinical diagnosis. However, qualified pedagogical diagnostics, taking into account the structure of the defect, the causes of the speech anomaly, as well as the psychological and pedagogical characteristics of the child, is necessary.
Comprehensive knowledge of possible, and then detailed identification of existing psychological characteristics pupils is necessary for a speech therapist to determine those features and qualities of a preschooler that can be adjusted in the course of his education and upbringing. These include: learning activities (its purposefulness, productivity, etc.), emotional-volitional sphere, features of thinking, stock of knowledge and information, state of attention and perception, personality traits (interests, self-esteem, communication skills, etc.).
When the initial examination and study of the child is completed (around the end of the first month), and the range of correctional tasks is outlined, the speech therapist, together with educators and parents, proceeds to a planned complex pedagogical impact, if necessary, including elements of psychocorrection.
In the case when a comfortable, friendly atmosphere is created in a children's educational institution, the requirements of teachers are accessible, reasonable, unified, but positive dynamics is still not observed (within about a month), the question arises about the drug effect on a preschooler. Since the psychoneurologist, to whom the speech therapist refers the child for consultation and subsequent treatment, does not always have time to evaluate all of the above psychological aspects in a short time of the initial appointment, the speech therapist reflects them in the characteristic. It is significant that, when referring a child to a psychoneurologist, a speech therapist focuses on his personal (not verbal) features, since it is they that require correction by this specialist.
Here are examples of similar characteristics provided by a speech therapist to parents of preschoolers (children's names have been changed).
Characteristics for the child Bystrov Sergey
Sergey Bystrov, born in 1991, was admitted to the speech therapy group i/sad?582 in September 1996. Diagnosis at admission: alalia, an erased form of dysarthria, general underdevelopment of speech (2nd level), impaired mental function.
In the picture of speech development, it is noted: limited everyday vocabulary, distortion of the syllabic structure of words, violation of phonemic perception, persistent, coarse agrammatisms (including the absence of ALL prepositions), a phrase at the level of three words, speech is unintelligible, slurred, the pace is accelerated, the mobility of the language is limited.
In personal terms: the boy is contact, affectionate, kind, non-conflict, compliant; easily obeys adults and children.
For three months, daily intensive classes were held with the child. (group and individual), however, the program is assimilated with great difficulty.
Successful advancement is hampered by: superficial perception of educational material, distractibility, fatigue, weakness of articulatory motor skills, motor anxiety.
In addition, the boy suffers from enuresis during daytime sleep.
Bystry Sergey is sent for consultation and treatment to a psychoneurologist. Without medical assistance, mastering the program of the senior group for children with ONR is impossible.
Tkachenko group speech therapist T. A.
Characteristics for the child Gorbachev Igor
Gorbachev Igor, born on May 25, 1993, was admitted to the speech therapy group I/garden?582 in September 1998 with a diagnosis of general underdevelopment of speech (3rd level).
In the picture of speech development, a violation of phonetic-phonemic processes comes to the fore. The lexico-grammatical side of speech is slightly disturbed. The mobility of the organs of articulation is within the normal range, the safety of the intellect is beyond doubt.
Boy uptake curriculum happens with great difficulty. During group and individual classes, manifestations of fatigue, exhaustion, negativism, motor excesses are expressed. Outside of class, there are: increased excitability, conflict with peers, often reduced mood, poor appetite (up to a complete refusal of food during the entire stay in kindergarten).
Gorbachev Igor is sent for consultation and treatment to a psychoneurologist.
Speech therapist of the highest qualification Tkachenko T. A.
Characteristics for a child Maxim Kovalev
Maksim Kovalev, born on November 10, 1993, entered the speech therapy group of I / garden? 582 in September 1997 with a diagnosis of delayed speech development.
From the first days of his stay in the group, he was distinguished by non-standard behavior, often refused to fulfill the requests of adults, and constantly clashed with peers. Over the past academic year, there has been a noticeable progress in speech development, but negative characterological features have intensified. These include: negativism, unmotivated stubbornness, aggressiveness, irascibility, irritability, pugnacity, conflict (at home, in the classroom, with peers, with teachers), a tendency to demonstrative actions, a stable lowered background of mood.
These features interfere with the further education of both Maxim himself and other children in the group. In addition, over time, the experience of negative behavior is fixed and develops into the personality traits of the child.
Kovalev Maxim is sent to a psychoneurologist for a consultation and further treatment.
Characteristics for the child Bezrukov Dima
Dima Bezrukov, born in 1991, entered the speech therapy group I/sad?582 in September 1996 with a diagnosis of general underdevelopment of speech, mental retardation.
Upon admission, the boy did not know the primary colors, counting operations in the limit of 3, performed logical tasks with errors. In the picture of speech development, it is noted: the insufficiency of the dictionary, up to ignorance of everyday concepts, a gross distortion of the syllabic structure of words, numerous persistent agrammatisms (including 8 prepositions), violation of the pronunciation of sounds, lack of formation of coherent speech.
In the course of intense daily activities, significant progress was noted: the boy got used to the group, sometimes he is affectionate with adults; the safety of intelligence is beyond doubt.
However, from the first days of being in the group, noticeable difficulties were found in the relationship of the child with adults and children. At any request of the teacher (line up for class, go to the washroom, get dressed) the boy responds with a refusal or a negative reaction - screaming, lying on the floor, showing his tongue, grimacing, and over time these manifestations intensify. During classes, he can defiantly knock on the table or touch the teacher standing next to him with his foot, etc.
Conflicts with children, which are mainly started by the boy himself, are stormy, noisy. (destroy the building, splash everyone with water, etc.). During the day there can be but 10-15 such conflicts.
All measures of pedagogical influence have been tried. Each time, sincerely promising to "behave well," Dima immediately "breaks down."
In addition, the boy suffers from daily enuresis during daytime sleep.
Bezrukov Dima is sent for consultation and treatment to a psychoneurologist at the place of residence. Aggressiveness, negativism, combined with increased conflict and excitability, interfere with the education of not only the boy, but all the children in the group.
Speech therapist Tkachenko T. A.
educators
Characteristics for a child Kirov Paradise
Kirova Raya, born in 1991, was once examined by a speech therapist at the age of 5.5 years.
Complaints of the mother: bad speech.
From the anamnesis it is known that pregnancy and childbirth proceeded without pathology, all static and dynamic functions in infancy were delayed. Possible endocrine pathology in the mother during pregnancy (hypothyroidism). Diseases, injuries in the period up to 2 years are denied.
During the examination, the girl is available for contact, smiling, using toys and pictures, without expecting support or help from an adult.
Pronounced: motor excess syndrome, lack of logic in actions, uncriticality.
All samples (mailbox, pyramid, 4th extra, split pictures, etc.)- with a negative result.
Learning during the survey - did not show.
Since the girl, in addition to impaired cognitive activity and speech, suffers from visual and hearing impairments, it is problematic to choose the type of children's correctional institution.
Conclusion:
Disorder of the motor-volitional sphere.
Decreased intelligence (at / about the average degree).
Alalic Syndrome (speech at the level of individual onomatopoeic analogues of words. Perception and understanding of addressed speech is limited).
Hearing loss (1-2 degree).
Treatment by a psychoneurologist aimed at correcting the motor sphere, perception, attention, thinking, and other mental processes.
Classes with a developmental defectologist:
Perceptions (visual, auditory, verbal, etc.),
attention (visual, auditory, etc.),
Operations of thinking (analysis, synthesis, comparison, generalization).
Formation classes with mom:
Understanding spoken language
Speech activity and primary verbal reaction.
Vision correction.
hearing correction (device).
Training in a speech therapy group is not indicated due to the state of intelligence and hearing.
Correctional and developmental work of the educator in the preparatory group for schoolFeatures of the methodology of developmental work in correctional groups In groups for children with general underdevelopment of speech, as in all groups of the compensating type, there are two areas of work of the educator - correctional developmental and general education, and the first is leading.
The general educational activity of the educator in the preparatory group for school is carried out in the classroom for physical culture, art, the development of elementary mathematical concepts. In these types of classes, the difference from the mass kindergarten program is minimal.
Classes for the development of elementary mathematical concepts used in mass groups can also be held in groups for children with speech underdevelopment. There is no need to change the sequence of topics, however, those that require more careful study are repeated by the educator using other visual material.
The number of art activity classes is somewhat reduced compared to mass groups. However, the lack of such activities can be successfully compensated by drawing or modeling during the speech therapy hour or outside of class. In this regard, the organization of zones for the aesthetic and artistic education of children acquires an important role. In them, in addition to samples of the work of artists (reproductions of paintings, handicrafts, books with vivid illustrations), there may be albums where children draw their pictures, plasticine from which they mold their own products, etc.
In physical education classes, work is carried out on the same types of basic movements as in the mass group. The difference concerns children with disorders of general motor skills and coordination of movements. Tasks for such children should, of course, be simplified (get closer to the target while throwing, climb to a lower height along the Swedish wall, etc.). However, it is very important not to hurt the child's self-esteem, not to oppose it to other children, to give tasks with a change in the general attitude, taking care of the personality of the baby with motor difficulties.
Classes, the planning and conduct of which differs from the mass program, are the preparation for writing and the development of speech.
To prepare for writing, it is advisable to allocate 1 lesson per week from the beginning of the school year. This is due to difficulties in fine motor skills, spatial orientation and mastery of graphic skills, which are characteristic of most children with speech underdevelopment. Performing traditional figures (sticks, squares, elements of letters) in a thin school notebook is carried out according to the model and verbal instructions. The teacher draws samples of figures in each notebook before class. When most children begin to write alphabetic elements confidently and correctly, you can move on to drawing according to verbal instructions. Such exercises, or dictations, in addition to graphic skills and spatial orientation, allow you to improve the perception and implementation of complex verbal instructions such as: Count 3 cells from the top, 2 cells from the left, put a full stop. Draw a stick 2 cells in size down from the point, etc. It is useful to combine similar graphic exercises with work in special notebooks. Such notebooks for preparing for writing appeared on sale, and the presence of game tasks, pictures with favorite characters in them (Carlson, Pinocchio, etc.) significantly increases the interest of children and motivation to work.
Classes for the development of speech in the preparatory group, as well as in the senior group, are conducted in accordance with lexical topics, within the framework of which children are introduced to the environment, vocabulary is refined and activated, and coherent speech is improved. Here is an introduction to fiction (reading, analysis of stories, fairy tales and poems) in this age group, it is no longer necessary to link with lexical topics.
When selecting literary works (including retelling) it is more important to focus not on their thematic focus, but on age and semantic accessibility, on a gradual increase in the volume and lexical complexity of texts during the academic year. We recommend using works that are clear in plot, morally shaping the baby, emotionally close to him - such as, for example, stories and poems by the classics of Russian children's literature: A. Pushkin, L. Tolstoy, V. Oseeva, N. Nosov, S. Mikhalkov, S. Marshak, etc.
MonthLexical Topics
September October Beginning of autumn. Village. Agricultural labor. Vegetables. Fruits
Gold autumn. City. Construction. Flat (furniture, dishes, equipment)
November December Late autumn. Transport in the city. Various modes of transport (land, water, underground, air, etc.)
Early winter. Months of the year. Domestic animals of central Russia, its north and south
January Poultry. New Year. Wild animals of our forests, northern and southern countries
February Wintering and migratory birds. Russian army. Army Day
March Beginning of spring. Professions of people in the city and the countryside
AprilSpring in the city. Traffic Laws
MayNature of our country. Flora of Russia. Victory Day
When selecting lexical topics, we tried to take into account the growth of the cognitive abilities of bright children, the expansion of the everyday scope of their speech, the gradual approximation of the vocabulary to the age norm in the group preparatory to school.
Within the framework of the indicated lexical topics in the preparatory group, as in the previous academic year (I eat the book “If a preschooler speaks badly”), can be used:
Examination of objects and objects (kitten, hedgehog, painted teapot, desk, etc.);
Examination of subject pictures (all topics);
Examining plot pictures (autumn in a deciduous forest, bears in a clearing, a cow with a calf, on a poultry farm, etc.).
Unlike the previous year of study, the following are used:
Compilation of comparative stories about objects and objects (cow and bear, our site in winter and summer, 2 teapots, festive dresses, etc.);
Compilation of stories-descriptions of objects and objects (all topics);
Compilation of stories based on the plot picture (“Autumn Day in the Park”, “Children Hang Birdhouses”, “Morning on the Farm”, etc.);
Current and final conversations on a lexical topic with an examination of objects, subject and plot pictures;
Narrative from personal experience (“How I walked with my dog”, “A trip around the city”, “How I help my mother clean the apartment”, “How I sculpted a cat”, etc.);
Narrative from collective experience (“New Year's holiday in kindergarten”, “Seeing the Russian winter in kindergarten”, “How we planted flowers on the site”, etc.);
Drawing up a story based on a series of story paintings (about events in the forest, on the farm, in the city, in the apartment, etc.);
Dramatization of a story based on a plot picture or a series of plot pictures.
In addition to these types of work, retelling is carried out in the speech development classes. It is advisable to coordinate and select texts for retelling together with a speech therapist in order to take into account the level of coherent speech of the majority of the children in the group. Below are examples of educational activities, compiled taking into account lexical topics.
Educator's lesson plans for speech development September Lexical topic: Vegetables Goals: continue to teach children to retell the text, develop coherent speech of children, activate the vocabulary on the topic "Vegetables".
Equipment: natural vegetables or models of vegetables, story text, counters for counting the number of words chosen by each child.
Retelling of the story by V. Oseeva "Bad".
Selection of nouns to adjectives (which of the vegetables is large, fresh, red, hard, soft, juicy, yellow, etc.).
Matching nouns to verbs (what is pulled out of vegetables, dug up, stewed, pickled, canned).
Note. When choosing words, their number is fixed by chips given to each child for the named word. The teacher helps to activate the vocabulary with gestures, key words, facial expressions, and visual material.
November Lexical topic: Transport Objectives: to teach children to compose comparative stories about objects, to activate the vocabulary on the topic "Transport".
Equipment: toy bus and ship, pictures with images of the sky, rails, water surface, city.
Didactic game "Guess what the part is from?" (deck, headlights, masts, bumper, steering wheel, steering wheel, wagon, cabin, body, etc.).
Comparative story about a bus and a ship.
Game with chips "Who will name more types of transport?" (water, air, city, etc. according to symbol pictures).
January Lexical topic: Wild animals Objectives: to teach children how to compose descriptive stories according to the scheme, to activate the dictionary on the topic "Wild animals".
Equipment: pictures of wild animals, chips for counting the number of words, a diagram for compiling a descriptive story.
Compilation of stories - descriptions of wild animals using a scheme (
Tkachenko Tatyana Aleksandrovna honored teacher Russian Federation, an excellent student of public education, a speech therapist of the highest qualification, but, probably, the main thing is a practitioner with 40 years of experience. Of these, he has been teaching at the Moscow Institute for Advanced Training of Pedagogical Personnel (MIOO) for 25 years.
He has been writing books and manuals for more than 11 years, today there are about 40 on sale. All manuals contain a description of the author's methodology for one or another section of correctional and developmental work, a system of game exercises and visual material.
All manuals are the result of analysis, systematization and generalization of many years of experience, all contain innovative, most effective approaches. The “Update” set (Knigolyub publishing house) and the “Multilevel preparation for school” series (Yuventa publishing house) received a stamp and are recommended for use as teaching aids.
Author's website - http://www.logopedmaster.ruReviews about the author "Tkachenko T.A."The individual album contains the optimal amount test items with pictures to identify the main psychological, intellectual and speech characteristics of preschoolers aged three to six years.
During the survey, a visual fixation of the results of each task is provided. The album can serve as a tool, as well as a document for speech and psychological and pedagogical diagnostics of preschool children with developmental problems.
A big book of tasks and exercises for the development of coherent speech of the baby
The book is a collection of 140 entertaining exercises for teaching different types of storytelling to preschoolers and younger students.
During the exercises, teachers and parents will be able to compose with children more than 780 independent stories of a descriptive, narrative, explanatory and creative nature.
The exercises in the book are divided into 10 blocks. In each block of exercises, the author identifies 3 levels of difficulty. This approach significantly increases the effectiveness of classes, as it allows an adult to objectively assess the child’s speech abilities and, taking them into account, select exercises, gradually complicating tasks.
Sounds and signs
Sounds and signs. Vowels
The use of visual symbols (signs) by a preschooler:
- improves the perception of speech sounds;
- contributes to the normalization of pronunciation;
- provides stable skills of sound analysis and synthesis;
- improves attention and memory;
- Increases readiness for reading and writing.
Sounds and signs. Easy to pronounce consonants
Easily pronounceable consonants include sounds that are usually correctly pronounced by babies even at the age of 2-3 years: M, N, V, F, B, P, D, T, G, K, X. Exercises on preparation for reading and writing in the proposed manual.
Sounds and signs. Difficult to pronounce consonants
The third step in this process is finding hard-to-pronounce consonants in words (part III).
These include sounds that are most often distorted by children: C, 3, C, W, F, L, R. We used words with these sounds in the exercises, the purpose of which is to develop sound analysis skills in children. Without them, competent reading and writing are not possible.
Sound analysis and synthesis. Logopedic notebook
The manual is part of the "Update" educational and methodological package, which outlines the author's approach to the correction of various manifestations of general underdevelopment of speech in preschoolers. It is designed for the joint work of an adult and a child. In the "Speech therapy notebook" entertaining and colorful material of a correctional and developmental orientation is given.
Addressed to speech therapists, educators, tutors and parents involved with children 4-6 years old. It can be used in group and individual forms of education.
Pictures with a problem plot for the development of thinking and speech in preschoolers. Issue #1
The manual contains 8 color plot pictures, based on which stories, game exercises, questions and tasks are composed.
The unusual, problematic plot of the paintings is a stimulus that allows, in the process of conversations, games, exercises, to expand the stock of knowledge and information, effectively improve the logical and creative thinking, fantasy, lexical and grammatical representations, as well as the child's coherent speech.
The manual is addressed to speech therapists, educators, tutors and parents of children of senior preschool age.
Pictures with a problem plot for the development of thinking and speech in preschoolers. Issue #2
The manual contains 8 color plot pictures, based on the materials of each of which the author compiled stories, game exercises, questions and assignments.
The unusual, problematic plot of the paintings is a stimulus that allows you to effectively improve the child's logical and creative thinking, stock of knowledge and information, fantasy, lexical and grammatical representations, as well as coherent speech in the process of conversation. The manual is addressed to educators, speech therapists, tutors and parents of preschoolers 5-6 years old.
The use of pictures with a problematic plot enhances motivation for classes, causes a vivid emotional reaction, stimulates creative and logical thinking, improves coherent speech, contributes to the replenishment of knowledge and information, and provides interested communication between an adult and a child.
Pictures with a problem plot for the development of thinking and speech in preschoolers. Issue #3
The manual contains 8 color plot pictures, based on the materials of each of which the author compiled stories, poems, game exercises, questions and assignments.
The unusual, problematic plot of the paintings is a stimulus that allows you to effectively improve the child's logical and creative thinking, stock of knowledge and information, fantasy, lexical and grammatical representations, as well as coherent speech in the process of conversation.
The manual is addressed to educators, speech therapists and parents of preschoolers 5-6 years old.
Comprehensive examination of preschool children 3-6 years old
An individual notebook contains the optimal number of test tasks with pictures to identify the main psychological, intellectual and speech characteristics of preschoolers aged three to six years. During the survey, a visual fixation of the results of each task is provided. The album can serve as a tool, as well as a document for speech and psychological and pedagogical diagnostics of preschool children with developmental problems.
The manual is addressed to educators, methodologists, members of medical and pedagogical commissions, speech therapists and parents of preschool children.
Color illustrations by V.V. Sokolova, N.R. Sineva, V.A. Tsepilova, R.L. Shcherbina, V.A. Toropova, P.A. Pimenov.
Logic exercises for speech development
The book contains game exercises that effectively improve the logical thinking and speech of older preschoolers.
Addressed to psychologists, speech therapists, educators, parents.
Logopedic encyclopedia
“Speech therapy encyclopedia: Unique author's technique; Over 1000 poems and stories; Universal "Picture Lotto", etc.
The book presents an original and effective system of 500 game exercises for correcting shortcomings in sound pronunciation in preschoolers and younger students. Tasks provide for a smooth increase in the complexity of exercises, the strength of pronunciation skills, accessibility, entertainment and high learning efficiency.
The book offers ready-made formulations for tasks with which an adult addresses children.
Consistently presented methodological, textual and visual materials will allow adults to firmly fix the correct pronunciation of the most frequently distorted speech sounds in a child, as well as improve attention, memory, imagination, logic, and replenish his knowledge.
The book is addressed to parents, speech therapists of preschool, school and medical institutions.
Logopedic lotto in pictures
Increases interest in knowledge, forms logical thinking, ensures the stability of speech skills.
Lotto in pictures is a universal material for speech therapy classes and will help to ensure the stability of speech skills, improve pronunciation and prevent common reading and writing errors.
Great help!
In the series "New pedagogical technologies" of the publishing house "Eksmo" a book-benefit "Developing fine motor skills" was published. The book is necessary and useful, but at first glance, poems, nursery rhymes, yes, all sorts of “Ladushki” seem like nonsense.
But in fact, it has long been no secret that fine motor skills have an important feature - connection with nervous system, vision, attention and perception of the child. It has been proven that the development of fine motor skills and the development of speech are connected. In the brain, the motor and speech centers are located close. And when the fingers are stimulated, the speech center begins to activate. That is why for the timely development of the child's speech it is necessary to develop fine motor skills. Motor skills also affect manual dexterity, the emphasis that will be formed in the future, and the speed of the child's reaction. The pace of development of fine motor skills for each baby is different, this process is individual.
The author of this book, Tatyana Tkachenko, is a well-known speech therapist. She has extensive experience working with preschool children. Tatyana Tkachenko has developed several techniques that are widely used. One of her most famous works: finger exercises in verse for the development of fine motor skills are just presented in this manual. The manual, by the way, is recommended by the Department of Speech Therapy of the Moscow Institute of Open Education.
The book is brightly and colorfully designed, it will definitely attract the attention of the child. I liked the small size and weight (it is convenient for a child to hold in his hands), I was pleased with the white high-quality paper, as well as colorful and cute drawings. The difficulty of the exercises increases gradually. There is one exercise on the page, this is a poem with an explanation, a picture for it and below a sketch of gestures. Very comfortably.
A big plus is that the verses are short, rhythmic, well-remembered. An explanation is given for each poem (in italics), and there are also sketches of gestures, but here fantasy is also welcome! Supplement a poem with a couple of lines? Come up with your own gestures? Why not?) And what kind of shadow theater will turn out, maybe!
A well thought out and well thought out guide.
Buy, play and develop!
A good manual “Speech therapy lotto in pictures” appeared in the series “Tatiana Tkachenko. New pedagogical technologies”. Lotto is intended for individual or subgroup work with children of preschool and primary school age. Perfect for preparing a child for school and for eliminating defects in sound pronunciation. Author's development. There is material for all groups of sounds. The cards are cardboard, the pictures are colorful, understandable to children. The size of the cards allows you to comfortably sit on the table. The only inconvenience is to collect cards after the game and sort them into bags, a very tedious job. You can ask when you finish printing, please make the reverse sides multi-colored, so the sorting process will go faster.
Great for automating sounds, and for determining softness-hardness (and sonority-deafness), and for determining the place of sound in a word, etc. You can play games to develop attention, memory and (naturally) speech: “What is missing?”, “What is superfluous?”, “Pick a word for this sound”, “Find words with ringing sounds”, “Determine how many syllables are in a word”, and many others.
This lotto can be used for homework, if a fellow speech therapist shows you how. The folder contains a description of how to properly prepare the loto for work, what and how to cut, how and where to fold, but there are no rules for speech therapy games. In theory, the rules can be found on the Internet. It's not such a trick, speech therapy games, but if all parents know how to use cards, who will pay speech therapists? At home, the game is not perceived by the child as an occupation, he is interested, and if it is interesting, then everything will be remembered much faster.
Buy, play and develop!
T. Tkachenko's manual “Fine motor skills. Gymnastics for fingers ”I use at work. Bought the book recently. To be honest, I didn’t treat her very carefully, ... I sorted it out by leaflets, but it’s more convenient for me. It turned out double-sided cards, they would still be laminated, but .. no luck))) As for the format, it suits me, although it could be a little more, but then the book will not be so mobile.
How do I work? At first, I train, the exercises are simple, but require some kind of concentration. And in the lesson I make a riddle, guessed it, immediately show a picture or photo. Then I give out information: what is it called, what is it for, what does it consist of, if an animal, then where does it live, what does it eat .. etc. Then I read the poem and illustrate it with gestures. And then the fun begins, it is very difficult for children with disabilities to put together the desired figure, i.e. figurine))) but after several attempts and help, they are quite capable of it. We repeat the poem together (there is someone who can do it). It turns out! and fine motor skills develop both speech and memory, a wonderful tool.
By the way, if the poems are accompanied by gestures, they are much easier to remember, and then even a child with disabilities can tell the poem, replacing words with gestures.
Interesting and colorful guide.
n1.doc
Series "Practical speech therapy"T. A. Tkachenko
Learning to speak correctly
Correction system for general underdevelopment of speech in 5-year-old children
Handbook for educators, speech therapists and parents
"Publishing house GNOM and D"
If a 5-year-old child hears well, but speaks little and unintelligibly, it may turn out that the baby general underdevelopment of speech. This is a complex defect, the correction of which requires considerable effort on the part of a speech therapist, educators and, of course, parents. This manual is the result of 30 years of work with preschoolers with severe speech disorders.
Fully sharing the generally accepted methodological directions formation of speech in its underdevelopment (R.E. Levina, N.A. Nikishina, G.A. Kashe, G.V. Chirkina, etc.), I offer the author's approach to the problem, as well as original practical and visual material.
Speech therapists will undoubtedly be interested in the annual work plan (116 topics) that has been verified over the years and built into a system. In 26 summaries of speech therapy classes, practitioners will find a description of new, interesting and effective methods of corrective action.
Educators and methodologists are offered a detailed consecration of the methodological foundations of correctional and educational work in the author's version.
Parents of preschoolers, frightened by the diagnosis of "general speech underdevelopment", will be able to better understand this complex disorder. In addition, after studying the materials of this book, parents will become more competent, conscious and effective to participate in the process of complex correction of the defect.
The use of the material offered in the book, even in the most difficult cases, ensured the correction of speech and related disorders (attention, memory, verbal-logical thinking, fine motor skills of the fingers).
The author hopes that this manual will bring noticeable benefits to everyone who is interested in the quick and lasting deliverance of a child from severe speech impairment.
Features of the work of a teacher in groups for children with general underdevelopment of speech
The specifics of the work of the educator in groups for children with OHP is determined by the available for each preschooler:
Speech deficiencies;
Incomplete formation of processes closely related to speech activity (attention, memory, verbal-logical thinking, finger and articulatory motor skills);
characteristic features.
In any task force, the focus should be on corrective processes. But since the full-fledged formation of the child's personality cannot take place without comprehensive development, and since the vast majority of children with OHP are graduated from general education schools, it is necessary to implement a mass kindergarten program. However, one cannot simultaneously engage in a comprehensive correction of OHP and related disorders, preparation for schooling, as well as the implementation of the mass kindergarten age program in full. The mechanical connection of all the necessary classes would lead to an excess of the allowable teaching load.
When compiling the schedule of classes, we focused on:
On the significance of each type of training for the correction of the defect;
Mass kindergarten program settings;
Information from the draft program for children with OHP (authors E. B. Filicheva, G. V. Tumanova);
Psychological and age features children in this category.
Grid of frontal classes in senior group for children with ONR
| Class name | Quantity lessons per week | note |
| speech therapy | 4 | |
| Speech development | 3 | |
| Development of elementary mathematical concepts | 1 | |
| physical education | 3 | 3rd outdoors while walking |
| musical | 2 | |
| modeling | 1 | |
| Construction/application | 1 | Alternate every week |
| Painting | 1 | |
| total | 16 |
Approximate distribution of classes by day of the week
| Days of the week | Classes in the morning | evening classes |
| Monday | speech therapy musical | Speech development |
| Tuesday | speech therapy physical education | modeling |
| Wednesday | Mathematics Painting Physical culture (on the street) | Speech development |
| Thursday | speech therapy musical | Speech development |
| Friday | speech therapy Construction/application | physical education |
It should be noted that the mass program for the senior group of the kindergarten provides for 14 classes per week. Thus, in the older group for children with OHP, the excess in the number of classes is insignificant. A slight decrease in the number of classes in fine arts can be compensated by the work of children during speech therapy hours.
Let us dwell in more detail on some aspects of the work of the educator, which can be divided into two main areas:
- correctional and educational
- general education.
In other words, the educator, together with the speech therapist, participates in the correction of children's speech disorders, as well as the processes closely related to them, and, in addition, carries out a number of general educational activities provided for by the mass program of the kindergarten. These include mental, moral, patriotic, aesthetic education children, instilling in them cultural and hygienic skills, etc. However, it must be borne in mind that of the two directions the first - correctional and educational - is the most significant, leading, and the second - general education - subordinate.
Corrective work in the group is carried out under the guidance and control of a speech therapist. His leading role in the entire pedagogical process is explained by the fact that he knows better the speech and psychological capabilities of children, the degree of lag of each from the age norm, the dynamics of all correctional processes.
Corrective tasks of the educator include:
Consolidation of speech skills in children in individual classes on the instructions of a speech therapist;
Conducting frontal classes on the development of speech (according to a special scheme);
Replenishment, clarification and activation of the vocabulary of children in the process of all regime moments;
Systematic monitoring of delivered sounds and grammatical correctness of children's speech;
The development of attention and memory in children - processes closely related to speech;
Improving the child's verbal-logical thinking as one of the functions of speech;
The development of articulatory and finger motor skills in children, also associated with speech function.
Let us dwell in more detail on the content and methods of implementing each of these tasks.
strengthening children's speech skills in individual lessons on the instructions of a speech therapist
It is very important that during the individual lesson of the teacher with the child, all other children do not distract them, they are busy with quiet games. The best for this purpose are board and board-printed games. If the teacher, when distributing them, takes into account the characteristics of each child, then such a game simultaneously gives an educational effect. For example, if a child has difficulties with fine motor skills, he should be offered to assemble a mosaic or string beads, if there are difficulties with constructive activity, fold cut pictures or special cubes according to the model, etc.
Classes with children are best done in a specially equipped speech therapy corner. A large mirror is installed here, in which the faces of the child and the teacher can be reflected at the same time. In addition, here it is desirable to have visual material for fixing the sounds P, Pb, L, L, whistling and hissing.
When studying with a child, the educator must remember that the pronunciation of all phonetic material in the notebook should occur with the obligatory isolation of the fixed sound in the voice. The teacher should not miss a single phonetic or grammatical error in the child's speech. The lesson can be continued only after the child says everything correctly. Whole speech material the teacher must necessarily speak loudly, clearly, slowly and achieve the same from the baby.
2. conducting frontal classes on the development of speech
Conducting these classes in a special group differs significantly from conducting similar classes in a mass group.
Firstly, in the classroom for the development of speech, all types of work are carried out within 3-4 lexical topics within one month. For example, in September of the 1st year of study, these could be the following topics: "kindergarten", "parts of the body", "autumn", "washing supplies". Types of work on each topic are planned taking into account the general didactic principle: from simple to complex. Let's analyze this using the example of one lexical topic "pets".
At the beginning of the month, it is advisable to consider a living object (a cat or a puppy), then several pictures with domestic animals depicted on them (a cow with a calf, a horse with a foal, etc.). Then you can compare by pictures, for example, a pig and a dog, a cow and a sheep. Still later - to parse and retell a few short stories about pets. And at the end of the month, children should begin to reproduce short descriptive stories, where the children will reflect all the material they have learned. Such a concentration on a particular topic, a kind of "lexical isolation", allows steadfastly form generalizing concepts, work out in detail each lexical topic, significantly replenish the insufficient vocabulary of children, and gradually form their coherent speech.
Secondly, for a long time, until coherent speech in children develops sufficiently, only simple types of work are used in frontal classes: reading, parsing stories and fairy tales, examining objects, plot pictures, retelling short texts, etc. it is inappropriate at the beginning of training to require children to retell voluminous texts, compose description stories, invent fairy tales, stories, etc. Collective learning of poems is carried out only when most children have already mastered the correct pronunciation.
Thirdly, in contrast to the mass group, here in the classroom, clarification is required significantly more concepts. For example, when considering the topic “pets”, these will be not only such concepts as udder, mane, hooves, but also such as bristles, wool, muzzle, snout, horns, etc. in addition, it will be necessary to memorize the names of most baby animals, the professions of people caring for animals; such concepts as a pigsty. Cowshed, sheepfold, calf barn, etc.
And finally, fourthly, in the classroom for the development of speech, all types of work should be provided with visual material. Games and exercises without visual support should not be included in the program, especially at the initial stage of training. This is due to the speech difficulties of children, especially their attention, perception and thinking. Naturally, the educator of the speech therapy group has to prepare much more manuals than his colleagues from mass groups.
We offer examples of lexical topics within the framework of which training is carried out in the classroom for the development of speech of children of the 6th year of life:
September: kindergarten, beginning of autumn, body parts, washing accessories.
October: vegetables and fruits, the house and its parts, clothes, shoes.
November: apartment, furniture, dishes.
December: pets, food, beginning of winter.
January: wild animals of our forests, food, winter (continuation of the topic), new year.
February: wild birds, mail, end of winter.
April: insects, spring, city, transport (urban).
May: our country, forest, field, meadow, labor of people in spring.
Here is an example summary of the lesson.
Theme: vegetables
Goals: refine the generalization of vegetables. Expand and activate children's vocabulary on this topic, paying special attention to adjectives and verbs. Specify the place of growth of vegetables (in the ground, on the ground). Develop children's attention.
Lesson progress
Organizing time: Children stand near chairs. The teacher offers to sit down to the one who calls the color of the vegetable. The teacher names vegetables (tomato, cucumber, onion, peas, etc.)
All children who answered the question correctly sit down in their places.
the teacher takes out a hidden basket of vegetables and reads a poem with expression:
And riddles grew on every bed.
Then he pronounces riddles containing a set of definitions. For example: round, red, soft, juicy, sour. (tomato)
When guessing the riddle, the teacher takes out the corresponding vegetable from the basket.
With this approach, the passive stock of adjectives expands and the active selection of words is facilitated.
2. game "who will guess faster?" selection of words denoting an action with an object.
In front of the children on a stand are different vegetables (natural or dummies). The teacher invites the children to guess which of these vegetables are pulled out, dug up, plucked, cut, removed. (if this type of work causes difficulties for children, each action can be accompanied by certain gestures that help to understand the meaning of the word, and then carry out a good pronunciation of words-actions).
3. the game "we will pick up more words." Selection of definitions for the object.
The teacher puts one of the vegetables on a high stand, and removes the others. Then he invites the children to look and think about what this vegetable is in color, shape, size, taste, etc. (cucumber - elongated, green, juicy, small, prickly, ripe, hard, odorous, etc.). The teacher helps with the selection of definitions with a word, gesture, facial expressions. The teacher repeats all the definitions again (you can in chorus).
4. fairy tale "mushroom-teremok".
The teacher puts a house in the form of a mushroom on the table, on its roof there is a platform, under the window there is a large door.
The teacher picks up a tomato and tells a fairy tale, accompanying it with appropriate actions:
A red tomato from the garden once broke all the rules:
Jump from the bush - and ran away. He sees - in the field of the teremok ...
I went into the house - no one, but decided to settle on the roof. So familiar - in the light, in the sun. A carrot runs after him (takes out a carrot): “tomato, my friend, take it with you to live! Tired of sitting underground. “Climb,” says Pomodorchik, “on the roof.” “No,” the carrot replies, “I’m unaccustomed to the sun, I’ll be in the house!” (The teacher puts the carrot in the tower). Next, the cucumber jumps. Where to place him?
Similarly, in the process of telling a fairy tale, the place of growth of all vegetables is specified. Their visual placement on the roof or in the house helps to visually consolidate knowledge.
5. dynamic pause. The teacher recites the poem. Children repeat after him, performing the appropriate movements:
We dug potatoes
Picked cucumbers from the ridge (squat),
They pulled out the whole carrot (tilt),
Cabbage cut neatly
And in a basket from the ground
They brought you a gift.
6. game "arrange the pictures." The development of attention.
Buy onions, green onions, parsley and carrots,
Buy our girl, minx and cheat.
The hostess once came from the market,
The hostess brought home from the market:
Potatoes, carrots, cabbage, peas
And the vegetable soup was good!
Children arrange the pictures in the given order. (at this stage of training, the number of pictures should not exceed 4).
7. game "one, two, three, pick up the picture!"
All children have pictures of vegetables on their tables (one or two depending on the level of development of children). The teacher asks to raise pictures of those guys whose vegetables can be said: red (yellow, green), grows in the ground (on the ground).
Children respond in full sentences.
8. the lesson is summed up, the work of children is evaluated.
Conducting classes on the development of speech, taking into account lexical topics, requires a large amount of visual material. These are sets of subject and plot pictures, various manuals for didactic games, landscape paintings, sets of toys and objects.
It is useful to systematize literature for classes and evening reading, taking into account lexical topics.
With this approach, it is easier to plan classes for the development of speech, the selection of textual and visual material, the choice of literature for reading in your free time, and ultimately the efficiency of work increases.
3. replenishment, clarification and activation of the children's vocabulary in the process of all regime moments
The assignment of this task to the educator, which, it would seem, the speech therapist should have been fully engaged in, is associated with the specifics of educational activities. The teacher is with the children in a variety of settings: in the locker room, washroom, bedroom, nature corner, play corner and other places where there is a wide visual base for the formation of vocabulary in children with OHP.
Another point: working with children throughout the day, the educator has the opportunity to repeatedly activate and consolidate new words, without which they cannot be introduced into independent speech.
We emphasize, however, that not all vocabulary work should be carried out by the educator. He should limit himself to everyday vocabulary.
It is important to take into account that in children with OHP the cognitive process is reduced, therefore, simply, without preparation, naming objects, their signs and actions can be a waste of work. What is the preparation for such work? First of all, it is necessary to encourage children to listen and hear the teacher, to bring the spirit of competition to verbal exercises, to arouse interest in them, for example, by asking questions: “who will come up with more words?”, “Who will say the word more accurately?”, “Who will answer the question faster?” , "who will notice the parts of the object more?" etc.
In the washroom, you can offer children such a competition: who will say the most words about what kind of soap, what they can do, what they can wash. In a living corner, ask the children to answer which squirrel, what a parrot can do, which aquarium, what fish do in it, etc. on the street, while walking, you can ask the children: “what is the sky?”, “what is the snow on the site?”, “what leaves lie on the ground?”, “what do the wind, rain, snow do?” etc.
You should not strive for such verbal exercises to collect the whole group every time. It is enough to combine 4-5 children for this purpose. The main thing is that they do it voluntarily, with desire and always with positive emotions.
4. systematic monitoring of delivered sounds and grammatical correctness of children's speech
The teacher must carefully monitor the speech of the children and correct their mistakes not only in the classroom, but throughout all regime moments. Moreover, it is very important that all the mistakes of the children are corrected by the teacher correctly. In no case should you mimic the child, make fun of him, as this can provoke a decrease in speech activity (up to complete silence in the group), isolation, and a negative attitude of the baby to the teacher, to learning in general.
Manners of correcting mistakes outside of class and in class differ from each other. So, during games and household activities, one should not draw the attention of children to the mistakes of one of them, it is better to do this unnoticed by the rest. For example, during the game, one of the guys says to the other, “take off the shoes of all the dolls, bring them without shoes.” The teacher, using a short break in the game, calls this child to him and invites him to listen to the correct and incorrect combinations of words. And then he asks "what's the best way to say it?". And only then asks to repeat the correct phrase.
If mistakes are encountered in an appeal to the teacher, then you can react like this: “you can say it right, come on, try it!”, “I don’t understand you. Think and say right.
Now about correcting mistakes in the classroom. Here, firstly, time is limited and long, lengthy explanations of how best to say it are inappropriate on the part of the educator. Secondly, the attention of children is riveted to the speech of the respondent, and imperceptible correction of the error is impossible, and not necessary. And thirdly, classes, in contrast to cases of spontaneous uncontrolled communication, should take place with the maximum mobilization of the respondent's attention, with an emphasis on competent, clear speech.
In connection with the foregoing, errors during the lesson should be fixed by the educator immediately (wrong, wrong, not so said). All children are involved in correcting grammatical inaccuracies. The teacher himself corrects the mistake only when most of the children could not do it.
Errors in pronunciation should also be recorded and corrected in the course of the answer. For example, if a child pronounces the sound p incorrectly, the teacher can offer him: “REPEAT AFTER ME, HIGHLIGHTING THE SOUND r, WORDS: BUILD, SLIDE, COLLECT, PLAY».
It may also happen that one of the children really wants to answer, and the teacher knows in advance that the child will not pronounce a word that is complex in syllabic structure (policeman, blanket cover, plumber) and this will cause laughter from the rest. You should invite the baby to say the answer to the teacher in the ear, and then praise the baby for his efforts.
In order for the children to speak clearly and with the least number of phonetic errors in the classroom, the teacher must set the tone with his clear, loud enough and unhurried speech.
The process of normalization of speech and a decrease in the number of phonetic and lexical and grammatical errors are possible only with increased attention of the child to the speech of others and his own. Naturally, such work requires patience, tact, composure and constant ingenuity from the educator.
5. development of attention and memory in children
Attention and memory are processes closely related to speech. If the child's attention is impaired, then the perception of speech cannot take place in full. R. E. Levina singled out impaired attention as one of the causes of ONR. Our experimental data also confirm this relationship: attention is impaired in children with ONR in about 90% of cases. From this it follows that the development of attention and memory has a positive effect on the correction of speech underdevelopment. The teacher needs to do this not only in the classroom, but also during some regime moments.
Let us dwell on games and exercises that effectively develop the attention and memory of children.
During the gathering for a walk, you can invite the guys to check whether everything is in order in the clothes of their comrades and their own, and advise, for example, Alyosha what else to wear.
When gathering with children for a music lesson, you can ask them: “who was behind whom at the last lesson?”, “Who was praised by the music worker?”, “Who danced the best?”. It will also have educational value.
On a walk, you can play the game "flies - does not fly." The teacher pronounces words denoting objects. If they fly, the children wave their arms; if they don’t fly, they squat. By the same principle, games are played to identify any generalizing concept. The intended generalization can be distinguished from other words by clapping, jumping, squatting, and other actions.
Another exercise that you can do while walking. The teacher asks the children to look around and name everything green (wooden, painted, alive, tall, etc.). This exercise increases the amount of attention and its stability.
While the children are playing in the puppet corner, the teacher can come up, switch their attention to some object and discreetly hide 2-3 medium-sized toys. And at the end of the game, invite the children to guess what is missing in the game cabinet, on the carpet, on the bench, etc.
In addition to the above, it is useful to conduct traditional games well known to educators: “what is missing?”, “What has changed?”, “What has been added?”, “Spread out the objects as I say.”
6. improvement of the child's verbal and logical thinking
From the first days of a child's stay in a speech therapy group, the educator should help him comprehend events and phenomena, look for their causes and consequences, interconnections and distinctive features. For example, with questions like:
Why do people dress warmer in autumn?
Why can't skiing in summer?
Why is it hard to see a hare in the snow?
Can 2 balls be stacked on top of each other? What will happen then?
The educator can ask these and similar questions to children during the game, walking, washing. It is important to teach children to think about what they see around them, what they learn from adult stories, films, radio and television programs. The teacher should not rush to explain everything to the children right away. First, the respondent needs to be asked a leading question, give impetus to his thoughts, then interview other children, find out together who is right, and only after that start explaining himself.
An important operation of thinking is comparison. It is most useful to look for the difference in the similar and the similar in the different. For example, you might ask:
What is the difference between a doll and a girl (a bird and an airplane, a teapot and a coffee pot, a sofa and a bed, a closet and a shelf, a truck and a car, a fox and a wolf)?
What do a tree and a flower (a hat and a chicken, a house and an anthill, a table and a cube, a dove and a helicopter, a boat and a duck, a horse and a car) have in common?
Inexhaustible food for verbal and logical exercises is presented to the educator by fairy tales well known to children and loved by them. With joy and interest, children answer the following questions:
Why did the wolf run faster to the grandmother's house than Little Red Riding Hood?
Why did seven kids open the door to the wolf?
Which of the three pigs was not afraid of the wolf in his house? Why?
Can we say that the mouse pulled a turnip? And who pulled the turnip?
Why did Kolobok run away from all the animals, and jumped on the fox's nose?
A useful exercise for the development of children's thinking is guessing riddles. Moreover, riddles well known to children do not carry any mental load. But such, for example, will make not only the child think, but also the adult:
Two sables with tails to each other lie (eyebrows)
The mountain is round, every step is a hole (thimble)
Not on the floor, not on the ceiling, but looks both into the house and into the street (window)
Roll up - with a cat, stretch - with a track (rope)
Naturally, such riddles are difficult for children with ONR. But to invite the child to think, to prompt him to think with a generalizing concept, the initial sound in the guess word, showing several objects, one of which is the guess, means to give useful work thinking.
An even more difficult job for children with OHP is understanding proverbs and explaining their figurative meaning. Therefore, they should be used for classes only in the 2nd year of study. To begin with, the teacher can offer the children 2-3 options for explaining the proverb, from which the children must choose the appropriate one. In addition, you can retell 2-3 situations, and the children must determine which of them are more consistent with the proverb.
In order for children to learn to understand and explain the meaning of proverbs, it is useful to use them at every opportunity.
With such systematic work, proverbs and sayings are easier to perceive, assimilate faster, and the teacher gets rid of unnecessary edifying speeches, which, moreover, do not always reach the goal.
7. development of articulatory and finger motor skills in children
The development of articulatory motor skills is carried out by the educator following similar work speech therapist. It is carried out from the very beginning of training and for one and a half to two months daily. As experience shows, 3-5 minutes of daily exercises with the whole group are quite enough. They can be carried out before daytime or evening sleep, before lunch or dinner. Such articulatory gymnastics directly improves the pronunciation of children.
Outside of class, the teacher can offer children who have impaired finger motor skills to assemble a mosaic, work with a designer, fasten and unfasten buttons without the help of an adult, play the children's piano, and collect scattered small objects. It is desirable that the group has an appropriate corner. Here, a child who needs it can always choose a game or activity to their liking.
As noted above, the second direction in the work of the educator of the speech therapy group is general education.
It includes:
Teaching in the classroom in all sections of the mass kindergarten program (except for speech development)
Educational work in accordance with the mass kindergarten program
Working with parents.
These tasks are carried out by the educator relatively independently, but even here working contact with a speech therapist and some of his help are necessary.
If in the correctional and educational work the leading role belongs to the speech therapist, and the educator is his active assistant, then when performing general educational tasks, their roles change.
Let us dwell in more detail on the implementation of each of the tasks in a group setting for children with ONR.
training for classes
The number of general education classes, as noted, is decreasing due to the inclusion of a teacher in the frontal classes a large number speech therapy classes. However, this reduction should not apply to two important types of classes: the development of elementary mathematical concepts and physical education.
Classes for the development of elementary mathematical concepts are necessary, since children with this pathology lag noticeably behind their normally developing peers in readiness to learn counting and counting operations. In addition, such activities, by developing the child's thinking, contribute to the successful correction of the defect.
Physical education classes help to improve the health of babies and, of course, cannot be limited in any way.
As for the rest of the classes, an experienced and creative worker can always make up for their lack, making each lesson rich, productive, and maximally realizing the individual abilities of the child.
educational work
Some features of the educational process can also be noted in the implementation of children's play activities. If in a mass kindergarten they only need to create conditions for playing (a zone, attributes, a calm environment), then children with ONR have to be taught to play.
When entering a group, the play of most children is procedural, devoid of creativity; children do not know how to negotiate during the game, distribute roles, they are not able to play for a long time. The play of such children, as a rule, is primitive, does not fully reflect reality, and is not always the leading form of activity, as it should be at preschool age. Therefore, the teacher of the speech therapy group has to teach children the game. First of all, it is necessary to create a base - to prepare a stock of knowledge and impressions from reality, which children receive to the greatest extent from targeted walks.
These can be walks to a store, a clinic, a pharmacy, an atelier, a house under construction, etc. Before such a walk, the educator should definitely outline the scope of the concepts with which he is going to introduce the children, the words that will have to be clarified. When conducting such walks - excursions, it is important to remember that you need to pay the attention of children with OHP to all the little things, since the guys themselves are not able to perceive what they see quite fully. It is necessary not only to draw the attention of children to any objects, objects, actions performed, but also to name them, and in addition, ask the children to repeat. That is why it is inappropriate to entrust the conduct of planned excursions to parents. Only a competent, well-trained teacher will conduct an excursion with maximum benefit for the kids.
After a guided tour on a specific topic, you can proceed directly to the organization of the game. But for its beginning, the impressions received are often insufficient. By no means directing the game, but participating in it, the teacher must captivate the children and prevent possible conflicts. As experience shows, the leading roles performed by the educator are not readily supported by children. They are much more readily involved in the game if the educator plays any secondary roles. And the dialogue that takes place between the teacher and any of the players involuntarily arouses increased interest in all children. And no one has to be forced to listen to what the teacher says and try to repeat after him. Everyone is already mesmerized by his unusual role. The teacher plays with them on an equal footing! And how uninhibited children are in such a game, how much they become more active, bolder, more inventive!
Involving in the game, the educator must remember that in addition to enriching the children's play activities, it is desirable to increase their mental and speech activity. So, the questions of the educator during various role playing. For example, “Doctor, why are you bandaging my hand?”, “Tell me, please, which weight did you put on the scales?”.
Questions activate the imagination of the child addressed by the teacher, make the baby think, answer, and everyone else imitate those who are talking during the game.
Speaking about work outside of classes, one cannot fail to mention the walk again. Here, in addition to the parts traditional for mass groups - an outdoor game, labor activity, independent work children - daily observations are made of the surrounding reality and individual work, which concerns the assimilation of program requirements by lagging children.
On a walk, it is appropriate to repeat with a child who needs it, the names of the primary colors, the concepts of “right” and “left”, counting on visual material, physical exercises.
However, it must be borne in mind that walks are the time for maximum physical activity of children, their free activity, and mental unloading after strenuous activities. Therefore, the duration of such individual exercises should be minimal.
work with parents
The first such form of work is the explanation of the task of the speech therapist, recorded in the child's individual notebook. Parents do not always understand the terms used by a speech therapist, the names of some sounds, the principle of performing a task. All this is necessary in detail explain to each parent or several parents at once if the tasks are the same. Such work is especially carefully carried out at the very beginning of training, when everything is new to parents: both notebooks, and the need to “do homework” at home, and a lot of special terms and concepts. It is very important for the educator to ensure that the parents take the notebooks home, bring them back, and, on the instructions of the speech therapist, work with the children at home. It is important to convince parents of the need to consolidate the material that is written in the notebook, since without mastering this knowledge and skills it is not possible to move forward in learning.
The second specific form of work with parents is meetings and open classes.
Experience has shown that it is useful to combine the activity with the meeting, then parents are more interested in attending them.
The types of classes that are shown to parents during 2 years of study can be alternated in order to demonstrate them all in the specified time.
In the agenda of such a meeting, in addition to one of the classes, it is useful to include one or another consultation, conducted depending on the topic by a speech therapist or educator.
It is desirable that such consultations be extremely clear, contain only the material necessary for parents, and be carried out not for show, but for the good of the cause.
