Speech therapy tales and tongue twisters
Clear pronunciation of sounds is closely related to good diction. Many children of senior preschool age have problems with diction. Speech is often slurred and unclear. The reason for this is sluggish movements of the lips, unenergetic movements of the tongue. The lower jaw is inactive. Due to the fact that the mouth does not open enough, the vowels sound unclear.
All these speech-motor system defects can be corrected with the help of sound combination games. This is easier to do with younger children. For preschoolers with sedentary lips, the learning process is much more difficult. The speech therapist, showing how to pronounce sounds, makes clear movements with his mouth and slightly extends the vowels.
Speech therapy tongue twisters for children 6-7 years old
To improve diction, tongue twisters are used. First, the new tongue twister is pronounced slowly, clearly, highlighting significant sounds. The speech therapist should read it several times, quietly, rhythmically, without sudden changes in intonation. Then the child must try to repeat the tongue twister himself. Slowly and clearly at first, and then speed up the pace over time.
To make it more interesting for children to memorize tongue twisters, they should be funny and amusing. Here are some examples for working out the most problematic sounds:
For children 5-6 years old, you can also use tongue twisters as a method of correcting diction.
Examples of tongue twisters for correcting the pronunciation of specific sounds can be found in the works of Konovalenko V.V., Konovalenko S.V., Zhukova N.S., Kulikovskaya T.A.
The more interesting and understandable the tongue twister, the better and faster the baby will remember it. Parents can independently speak tongue twisters with their child on the way to kindergarten. 5-7 minutes a day will ultimately give noticeable results.
Explanatory and other types of speech as the level of development of a preschooler
Speech therapy tales for speech development
All children love fairy tales. Through fairy tales they learn about the world, the difference between good and evil. With the help of fairy tales, imagination develops and emotions awaken. Logo fairy tales are another entertaining method of working with children with special needs and correcting various speech disorders in preschool children. Thanks to this approach, children perceive learning as a game, they absorb information better.
Important! Children develop emotionally, thanks to communication with a fairy tale, the development of children's speech in monologues and dialogues increases. In addition, children become familiar with the beauty of the artistic word, and a healthy educational atmosphere is created.
A speech therapy lesson in the form of a fairy tale can be carried out in several stages:
- The plot of the fairy tale is comprehended. Children learn new expressions and speech turns. By intonation they must guess the mood of the heroes of the fairy tale. The development of the articulatory apparatus occurs due to the intonation of the characters’ voices, the use of onomatopoeic words, and animal voices.
- Teaching children to regulate emotions using verbal descriptions. Children retell their favorite episodes. Describe their attitude to certain events in the fairy tale. At this time, the speech therapist monitors the completeness and correctness of the sentences.
- The speech therapist invites the children to act out an episode from a fairy tale. The purpose of this task is to teach verbal improvisation, to convey an affective state through facial expressions and words.
The speech therapy teacher can play out speech therapy fairy tales independently in the classroom. Or you can take ready-made ones. Savchenko S. F. and Petrova E. A have a whole series of logo fairy tales. For example, the fairy tale “Teremok” is an excellent guide for children with speech and intellectual development disorders of varying degrees.
You can also perform articulation gymnastics in the form of a fairy tale. There are a lot of fairy tales about the tongue on the Internet, here is an example of one of them:
During classes, based on materials from fairy tales, exercises are practiced to develop the voice, attention, and speech breathing. For greater clarity, toys, pictures, and costumes are used. After the lesson, children can draw a picture on the theme of the logo tale they have just worked on. Children can also be encouraged to tell the story to their parents at home.
Self-analysis of speech therapy classes in preschool educational institutions
Self-analysis of speech therapy classes is an important element in the work of a teacher. This is the main way to improve your skills. The quality of self-analysis depends on the critical attitude of the speech therapist to his classes, on the habit of reflecting on his actions.
Criteria and assessments of speech therapy classes
When conducting a self-analysis of a speech therapy session at school or kindergarten, the speech therapist must answer the following questions:
- What is the motivation for selecting material for a particular lesson?
- Describe the group as a whole
- Do the objectives of the lesson coincide with the planned plan?
- What is the psychological assessment of the tasks that children performed in class?
- What is the pedagogy of the exercises performed
- Describe your overall satisfaction with the activity
- Evaluate the results and outline measures to eliminate deficiencies
Important! Self-esteem is a condition for the creative work of a speech therapist teacher. A technological map for self-analysis of a speech therapy session will help with self-analysis.
Frontal lesson with the preparatory group.
Goal: Automation of sound [p].
Tasks:
Educational:
- Development of operations of generalization and specification.
- Development of attention, thinking, memory, imagination.
Corrective:
- To educate and consolidate the correct pronunciation of [r] in syllables, words and sentences.
- Development of phonemic awareness.
- Training in initial analysis skills.
- Updating the passive dictionary.
- Developing skills to change voice strength.
- Education of a coherent statement.
Educational:
- Cultivating a friendly attitude towards the world around us.
- Development of ideas about human moral qualities.
Equipment: presentation with images: rainbows; pencil, backpack (briefcase), felt-tip pens, pens, notebooks; gerberas, daisies, asters, chrysanthemums, geraniums; rockets, rackets, schedules; plot picture of a mole; magpies, crows, sparrows; airplane; rockets; helicopter; meteorites; fish, crayfish, shells; circus arena with acrobats, animals: rabbit, tiger, fur seal, zebra; photo (layout) of the postal envelope.
Content and specificity of the frontal form of organizing educational activities
Definition 1
The frontal form of organizing educational activities is the organization of educational work in the lesson, in which all students perform activities of the same focus, resorting to discussion and joint adjustment in the process of implementation.
Figure 1. Frontal form of organizing educational activities. Author24 - online exchange of student work
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After completing the lesson, monitoring and evaluation also takes place, summing up the results of the activity.
The interaction between the teacher and students in the learning process is collaborative. The teacher does not single out individual students or a group, but interacts simultaneously with the entire team, using techniques such as: story, conversation, lecture, demonstration, explanation, characterization. This approach maximally develops communication skills in students and creates a sense of collective interaction and responsibility. In cognitive activity, the frontal form contributes to the development of reasoning skills, identifying errors in the views and judgments of peers, evaluating one’s own work and the activities of comrades. This contributes to the formation and development of cognitive activity and interest, develops the desire to demonstrate creative activity and independent activity. achieving these goals occurs through the use of:
- Problem-based approach;
- Explanatory and demonstration techniques;
- Information support.
Finished works on a similar topic
Course work Frontal form of organization of educational activities 430 ₽ Abstract Frontal form of organization of educational activities 280 ₽ Examination Frontal form of organization of educational activities 240 ₽
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These techniques can be supplemented with various reproductive and creative tasks. A creative task can be organized in such a way as to ensure a transition from simple to complex, i.e. divided into several simple tasks with a creative focus. This is necessary to attract all students to work and their active interaction with the team. Based on the results of such an organization, the teacher can assess the abilities and capabilities of each student in order to adjust the complexity of the proposed tasks if necessary.
The use of the frontal form of organizing educational activities has a positive effect on creating a comfortable, friendly environment in the school community and in the classroom, forms a system of close relationships between the teacher and students, and also strengthens each student’s sense of need and importance, awareness of their importance in the results of overall collective work.
An important role in the effectiveness of using the frontal form of teaching organization rests on the shoulders of the teacher. Its mission includes careful planning of all activities, including:
- Development of a project for completing a training session;
- Designing learning situations that meet the intended purpose of educational work;
- Skills of listening to all available points of view on the research topic;
- Tolerance and tactfulness of the teacher in relation to erroneous judgments of students;
- Competent and tactful introduction of amendments into the discussion;
- Taking into account the capabilities and abilities of students when conducting surveys;
Frontal learning reflects collective thinking about the information learned during the training session. This develops the skills of listening and memorizing educational information, provides an opportunity to share one’s opinion and knowledge, develop the skills of listening and perceiving other people’s opinions, adequately evaluating them and analyzing their effectiveness.
Note 1
For a teacher, when using a group form of education, opportunities open up to provide an educational impact not on individual students, but on the entire class team as a whole. Therefore, this form is widely used in modern society.
