Consultation for teachers “Five-minute speech therapy sessions in the work of a teacher”

Author: Trotsenko Tatyana Petrovna

Consultation for teachers

“Speech therapy five-minute sessions during routine moments of a teacher’s work”

Target:

involving educators and parents in the correctional work of a speech therapist.
Objectives
: - to introduce educators and parents to games that promote the development of children's auditory attention and memory, phonemic hearing;
— show educators and parents ways to expand children’s active vocabulary; — show techniques for developing the prosodic side of speech. Everyone has long known the proverb “Alone in the field is no warrior.” These words are the best fit for the work of a speech therapist. Because without the help of parents and educators, his work is reduced to zero. Five-minute speech therapy sessions, which the teacher will conduct throughout the day, will be of great help to the speech therapist. These can be games to develop auditory attention and memory. Such games are useful not only for children with speech disorders, but also for children with normal speech development. Here are some examples of such games. Game "Forbidden Word"
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Rules of the game: the adult asks the child questions. The child can answer the questions in any way he likes, but one word is chosen as forbidden. As a rule, this is either the word “YES” or the word “NO”. It is necessary to ask questions at a fairly fast pace so that the child can concentrate better. Another version of the game for the development of auditory attention is the game “Big - Small”
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An adult names different objects. If the object is small, the child should bring his palms together. If the object is large, he should spread his arms to the sides. While playing this game, the auditory and motor analyzers work simultaneously. Game "The Longest Chain"
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A good methodological technique for conducting this game would be to introduce an element of competition. Well, the victory itself is directly rewarded with a symbolic prize. Children sit in a circle. An adult starts the game by naming any object. The next player repeats this word and adds his own. And this is how each subsequent player acts. The result should be a long chain of words. The player who accurately repeats the chain wins. Currently, in speech therapy work, we are increasingly encountering children whose innervation of the speech apparatus is disturbed; in other words, the paths along which nerve impulses pass from the cerebral cortex to the organs of articulation are disturbed. There are more and more such children every year. These are children who have “porridge in their mouth.” In such children, not only sound pronunciation is impaired, but also the prosodic side of speech - intonation, pitch and strength of voice, timbre. Games for the development of prosody are very useful for such children. It would be very useful for teachers to help them learn tongue twisters, which children can recite with different intonations - interrogative, exclamatory, with different voice strengths - loudly and in a whisper. They can also be told in different moods - sad, cheerful, angry, scared, reinforcing the story with facial expressions. One of the main points in the work of a speech therapist is the development of phonemic hearing in children, without which it is impossible to completely correct the child’s sound pronunciation. To develop phonemic awareness, I suggest teachers play the game “Broken Phone”
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A group of children can be divided into two teams. Team members stand behind each other. The last players of each team are shown one picture of an object. These players in a chain whisper this word to the neighboring player. The team whose last player correctly names the word wins. You can check this by showing the proposed picture. It is useful to suggest words that differ from each other by one sound. For example, a goat is a braid, a mouse is a bear. Laughter at the finish line is guaranteed. The second version
of this game is familiar to all of us from childhood.
Children sit or stand in a circle. The adult says the word. The next player must name a word that ends with the last sound of the previous word (nose - juice - braid, etc.). In this game, it is acceptable if the child calls the word “cucumber” to the sound [A]. There is no mistake in this, because... The child does not yet know the rules for spelling dictionary words. Even at school, when conducting a phonetic analysis of this word, the first sound will be exactly [A]. A game in which you need to come up with as many words as possible for a given sound will be useful. For each word the child receives a chip. The one who has the most such chips wins. Another game, “Catch a word with a given sound,”
also helps to develop a child’s phonemic awareness.
An adult names words, for example, with the sound [P], alternating them with words without this sound. Children, hearing a given sound in a word, should clap their hands. An approximate range of words: hand, sail, leg, bowl, parachute, rocket, cook, window, etc. When studying lexical topics, most educators omit a very important point - the study of grammatical categories. You can practice the diminutive forms of nouns, the plural of nouns, the formation of adjectives from nouns, the formation of possessive adjectives. It is useful for educators to expand children's active vocabulary not only through nouns, but also through adjectives and verbs. I suggest the following version of the game. Children sit in a circle. The adult names the object, and the children name the signs (actions) of this object in order. The one who names the most words without repeating himself wins. In conclusion, I would like to say that if every teacher plays at least one of these games every day, he will provide an invaluable service to the speech therapist, and most importantly, it will bring great benefit to the children. The games proposed above can be used by parents with their children and their friends during a walk or as entertainment at a children's party. comments powered by HyperComments

Topics and consultations of a speech therapist for preschool teachers and parents

Development of graphomotor skills in children of senior preschool age.

Those who work with preschoolers know what difficulties these children experience when they have to perform actions that require precision, precision and synchronization of movements: taking something, inserting, tying, folding, sculpting, cutting, sticking, drawing, etc. d. Poorly developed motor functions of the hands and the lack of formalized technique of movements, coordinated actions of the eye and hand cause enormous difficulties for the child, which sometimes force him to retreat from any task associated with performing the above-mentioned actions.

The work does not provide targeted training in drawing and writing. THE MAIN TASK IS THE DEVELOPMENT OF MOTOR AND COGNITIVE ABILITIES. It is realized through the development of:

Motor cortex:

formation and improvement of fine motor skills of the fingers, motor skills and abilities in manipulating various objects (hard and soft, elastic, smooth and rough);

ability to correctly hold a pencil, pen, felt-tip pen; learn to master them using self-massage, games and exercises (circling, painting objects, drawing on pre-prepared sheets);

formation of visual-motor coordination.

Speech area of the cerebral cortex:

formation of the child’s active speech, replenishment of the vocabulary with new concepts.

Thinking, memory, attention, concentration, visual and auditory perception.

Coordination of large movements and the ability to control one’s body, improving motor skills.

Spatial orientation on a sheet of paper and in the surrounding space.

Formation of skills in educational activities:

the ability to listen, understand and follow the teacher’s verbal instructions;

the ability to act by repeating the shown pattern and rule, as well as familiarization with writing numbers.

The implementation of these tasks, taking into account the age characteristics of children, contributes to their intellectual development.

Senior preschool age is associated with the further development and restructuring of the child’s mental activity. Motor experience expands. Large muscles of the trunk and limbs develop, but parts of the hands and feet remain weak and cartilaginous (ossification continues in the preschool, school and teenage periods). The musculoskeletal tissue of the hands that is not fully formed and developed does not allow a child of this age to easily and freely perform small and precise movements.

But it's not just about the muscular system. Coordinated hand movements require differentiated brain function. The complex system of controlling fractional movements is carried out by clearly differentiated and interconnected processes of nervous excitation and inhibition. Some cells of the cerebral cortex, and, in particular, the motor analyzer, become excited, while others, adjacent and close, are inhibited. This dynamic mosaic of brain activity requires not only the analytical maturity of the cerebral cortex, but also its developed dynamic functions. Even by the end of preschool age, the child’s brain has not yet reached this level of development. Therefore, ACTIVITIES THAT INVOLVE SMALL MUSCLE GROUPS ARE TIRED, AND IT IS VERY IMPORTANT TO PROVIDE FOR THEIR CHANGE, to limit the duration and load.

Speech therapist advice

Speech therapist teacher at MBDOU "Cherry" - Sedik Alena Vasilievna

“Why does your child speak poorly? What to do"

“How to organize speech therapy classes at home”

October, 2021 teacher-speech therapist Sedik A.V.

What to do if a child speaks poorly at 4-6 years old? There are several basic conditions for the correct and timely development of speech:

Talk to the baby. This is the most important point. Children learn by adopting, so they need role models. In a family, it is important to talk and communicate a lot with the child. It is a well-known fact that if a child grows up in a deaf-mute family, then even if he has no pathology, he will not begin to talk, since there is simply no one to teach him. Gesture and facial expressions will be his ways of expressing thoughts, speech skills will not be formed (this is provided that the baby does not attend children's groups). Experts advise saying out loud all the actions that an adult performs together with his son or daughter. And, even if it seems that the child does not understand anything and does not answer, then this still needs to be done. The baby hears speech, remembers and learns.
Fill the life of a little person with impressions and emotions, organize his leisure time. This is the main task. If he sits without seeing the interesting and alluring world around him, the child will speak much later, his vocabulary will be more meager. Therefore, it is necessary to organize joint walks to a new place, trips to parks, museums, interesting playgrounds, and enroll in a club.
Create a comfortable psychological atmosphere in the family. Family is a child’s cultural niche and the best means for his development. If there are constant scandals in the house and profanity is used, then the child’s emotional and, accordingly, speech development will suffer.

“How to teach a child to do articulation gymnastics in a fun and effective way”

Consultation for parents from a speech therapist teacher September, 2021

When performing exercises, under no circumstances should the baby be forced to hold the position of his lips or tongue by force. Negative emotions will not do any good.

The best thing that can be: it's a GAME! Your child will perceive gaming tasks with joy and then he himself will ask you to play with him again.

Have a competition: whose tongue is longer?

— Who can make the “Cup from the Tongue” deeper — “Who can hold the straw on the tongue longer without moving?...

— Whose “Mushroom” looks more like the real one?

— How to “play football with your tongue”

— Or how to put a “little man on the tip of a tongue and ride him on a “Swing”….

Etc...The scope for imagination is endless. Practice together, invent, create joy and your baby, without noticing that he is seriously studying, will strengthen his articulatory apparatus, which will certainly lead to improved sound pronunciation and clear speech!

Consultation for parents: teacher-speech therapist Sedik A.V. March, 2021

“5 RULES FOR FORMING THE SOUND CULTURE OF SPEECH OF PRESCHOOL CHILDREN.”

Practical advice for parents on the topic: “BE YOURSELF A Speech Pathologist”

It is a well-known fact that the intellectual development of a child directly depends on his speech. The sooner and more clearly the child begins to pronounce sounds and words, put words into phrases and sentences, the more actively his brain and intellectual abilities will develop. No matter how trivial it may sound, it is necessary to develop a child’s speech from infancy. How to do it?

Rule #1: Communicate from the cradle! Talk to your baby as often as you can, from the very first days of his life. Even if he is only one month old! Sing songs, comment with words on yours and his actions, for example, when changing clothes, bathing, walking... Then - more: nursery rhymes, poems, fairy tales, talk out loud with the child, consult with him. By the age of two or three, it was already possible to fully communicate with them.

Rule No. 2: Don't babysit When communicating with a child, don't babysit him! Even if he is just a little one. I mean distorting words, sort of imitating the speech of children.

Rule No. 3: Wean off incorrect words, even if they are funny... Correct your child if he pronounces words incorrectly, do it carefully. Yes, words are often funny, sometimes the whole family uses them jokingly (“kapet” instead of package, “koklet” instead of cutlet). Every mother has a whole list of such children's words... But there is absolutely no need to allow incorrect words to become fixed in speech.

Rule No. 4: Do fun exercises for your speech apparatus! Train your mouth muscles. It sounds scary, but in fact we are talking about the work of the muscles of the tongue, lips, and cheeks. While the child is very small, teach him to convey the sounds that different animals and birds make: moo-oo, croak, quack-quack, woof-woof, meow, ko-ko, oink-oink, pee-pee, bee -e, me-e-e, chiv-chiv, ku-ka-re-ku and so on. These short syllables are varied and rich in facial expressions and phonetics. Allow your child to sometimes make a face at home: reach the tip of the tongue with the tip of the nose, puff out the cheeks, make the tongue a tube or cup, stretch the lips forward so that a pencil is held on the upper lip... Teach the child to click, whistle, click, blow long and intermittently... If If your child can imitate how a horse clicks or a blackbird clicks with different rhythms and volumes, then you may not need the services of a speech therapist.

Sometimes you can arrange holidays of disobedience during a home tea party and allow what is usually prohibited at the table! For example, licking jam or condensed milk from a saucer with your tongue. This is a great tongue exercise.

You can “clean” your teeth with your tongue by running over the teeth from the outside and inside. You can count the teeth by touching each tooth in turn with your tongue. It is the flexibility of the tongue, the elasticity of the frenulum - the bridge under the tongue - that allows us to clearly and distinctly pronounce sounds. My daughter, for example, learned to say the sound “r” herself when she and I came up with the phrase: “The rabbits were roller-skating around the yard...”. And the son learned to say the letter “r” because his name is “Mark Alekseevich”, and by the age of 2 he was already clearly telling the fairy tale “Kolobok”. In the phrase “It’s easy to get away from you, fox,” there is a very successful combination of the letter “r” in the word “uncomplicated.” The main thing is not to be indifferent to the sound and speech culture of your children, to activate them and take an active part in the development of speech.

Rule #5: Learn sounds and letters before school! A child needs to learn to clearly pronounce sounds and letters before school. This is important because at school children begin to study phonetics - the science of sounds. And it is simply impossible to study sounds if these sounds are pronounced incorrectly. If the sounds still don’t arise on their own, then it’s better to contact a speech therapist, he will definitely help. And then, instead of the word “fish”, your child will not answer “herring”!

“HOW TO HELP A CHILD REMEMBER LETTERS”

teacher-speech therapist Sedik A.V. February, 2021

A child may not be able to remember the graphic image of a letter and correlate it with the corresponding sound, which causes difficulties in reading and writing. In order for the child to firmly grasp the visual image of the letter , you can use various techniques, games and exercises:

• Naming the letter . Children become familiar with the fact that sound can be denoted graphically, i.e. by the letter . We call the letters briefly (not “be”, but “b”), and show a black and white printed version.

• We read and memorize poems about letters (There is a hollow in an old tree - well, just like the letter “O”; “T” turned into an antenna and ended up on the roof).

• Drawing on the topic “What does a letter ” (read about this alphabet, for example V. Stepanov, S. Marshak, G. Viera).

• After analyzing the letter the letter consists of , how these elements are located in space, you can use counting sticks, ropes, chains, matches, beans to lay out this letter .

• Tactile recognition of letters created from velvet and sandpaper. • “Wonderful bag” - the child identifies plastic (metal, cardboard) letters .

• Tracing letters using a stencil or template; cutting out letters with scissors ; modeling from plasticine.

• Cutting off the letter along the contour .

• Writing letters using semolina , on sand.

• Creating letters from rubber bands in the game “Geometric”.

Using the “Dermolexia” technique, when the teacher draws the child’s back or palm : “What letter did I write ?”

• “Which letter is missing ” - a series of letters , starting with 3-4, the teacher asks him to remember in what sequence they are located. The child closes his eyes, and the teacher removes one.

• Recognizing a letter from verbal instructions - “This letter is oval-shaped ”, “This letter consists of two lines crossed at an angle”, etc.

• Find a letter among others (without overlapping and overlapping). Trace the letter with a red or blue pencil.

• Game " The letter is broken . " Complete the missing elements of the letter .

• Reconstruction of letters . For example: from the letter “P” you can make the letter “H” by moving one stick.

• Recognition of letters written in different fonts.

• Game "Keeping Eyes". Crossing out a given letter from the text .

As a result of such games, children improve visual attention, perception and memory , develop creative abilities, awaken interest in the process of reading and writing, and relieve emotional stress and anxiety.

How to read and listen to books correctly

The role of literature in the development of coherent speech in children

Speech therapist Sedik A.V., January, 2021

Literature for children is not only a source of joy, but also a source of comprehensive education and speech development. It introduces children to the world around them, enriching children's ideas about human relationships, good and evil, truth and justice. But love for books and the ability to use the acquired knowledge in life do not come to a child on their own. In preschool years, a child is an active listener, and his path to a book lies through adults. Reading together can be fun, entertaining, thoughtful, serious, and with skillful selection, the book has a profound educational effect on the child. Literature for children has its own characteristics, and parents should understand this. The age at which children become interested in books varies from 5-6 months to 1 year. Children aged 8 months to 2-2.5 years can listen to reading for 5-20 minutes, from 2.5 to 3 years old, usually 1 hour or more. For some children, when reading a book, it is not important to see pictures. It is important to listen to the text. “Recognition” of images in many children occurs only after 1 year - 1 year 2 months, and then words, the source of which are books, begin to appear in their vocabulary. At this stage, “didactic” books – a collection of pictures – are relevant for children. Looking at and commenting on pictures in a book, together with an adult or independently, is a special type of “reading” that is significant for a young child. By the age of 2, quotes from favorite books appear in children’s speech, as well as words and expressions that the child encounters only in fairy tales and poems: once upon a time, prowling, quiet, sideways, roar. At this age, children remember many poems and insert appropriate phrases when communicating. Reading teaches children to hear, understand and use artistic language. The fifth year of life is very favorable for the development of a sense of language, but for this, an adult needs to highlight figuratively vivid words and phrases when reading, and speak them with the child. When reading books to children, it is necessary to teach them to compare, identify common and different characteristics in the characters of one work of art, and also compare the appearance of characters and their actions from two different works. When comparing, for example, fairy tales, you need to draw children's attention to what they have in common: good fights evil and always wins; The heroes face great challenges; There are fantastic characters in the fairy tale. The role of a fairy tale is to provide images in which children’s feelings are expressed and nourished. Observations show that for children, words have a deep and mysterious connection with the things whose names they are. A child’s favorite fairy tale is the one whose plot is closest to the world of his inner experiences. After five years, when a child has a fairly large stock of knowledge about the world around him, he begins to invent and compose with pleasure, showing creativity. A good book is a source of joyful experiences for children and has a huge impact on their mental and speech development. It is necessary for all adults to set themselves the task of teaching children to take care of books, to explain to them that a book is a source of knowledge, the result of the work of many people.

Consultation for parents: teacher-speech therapist Sedik A.V.

“THE ABC FOR PARENTS: RECOMMENDATIONS OF A Speech Pathologist”

“IN ORDER TO SPEAK BEAUTIFULLY, YOU NEED TO BE FRIENDS WITH YOUR TONGUE”

Do articulatory exercises with your child every day, this will help you identify all problematic sounds faster and more effectively. Your baby's speech will become clearer and more beautiful!

Parenting Advice No. 1:

“Wait five years or go to a speech therapist earlier”

Many parents think that they need to go to a speech therapist only when there is no sound [R] or they have to wait 3 or 5 years to make an appointment for a consultation. This is wrong! I would like to dispel this myth, since the child’s precious time is wasted, which would speed up the process of speech correction. There are times when parents seek help too late. As a result, the child goes to a specialized school...

?From 0 to 1 year - At this age, it is worth contacting a speech therapist if the child does not gurgle/babble, there are no first words, or, in principle, something confuses you. Yes, and it won’t hurt for prevention. What is needed here is not classes, but consultations on what and how to do for mom! To be fair, it is worth noting that only a small part of speech therapists work with such children.

? From 2 to 3 years old - It is worth urgently contacting a speech therapist if the baby is silent, “speaks his own” language, does not understand you or you do not understand him, if there are only a couple of conscious words (or even 20) - TO A Speech Therapist. There should be no grammatical errors in the child’s speech - “red bag, etc.” If a child has a lot of words - but no phrases - URGENTLY see a speech therapist.

?3-6 years - Run to a speech therapist if there are problems with coherent speech, poor vocabulary, grammatical errors (mom came, beautiful house), problems with sound pronunciation. If a child pronounces a sound incorrectly (lisps, lisps), substitutes, speaks in a manner that is incomprehensible, confuses syllables - show it to a Speech Therapist. The specialist will tell you whether it is age-related or a speech disorder.

?6-9 years old - If a child makes “stupid mistakes” when writing - writes letters upside down, skips letters, writes the text in one sentence, makes mistakes like “daddy, sayaz” - QUICKLY TO A Speech Therapist, this can be corrected, but only to a certain extent age. Many errors can occur at 1 year and at 5 years. If your baby has any of the following, show it to a speech therapist before it’s too late:

1. The baby does not understand speech; 2. Only the mother understands the baby - the others do not;

3. Speech is slurred; 4. There is no phrasal speech or it is very poor;

5. STUTTERING – go straight to a speech therapist!!! – regardless of age;

6. Voice is impaired (very quiet, hoarse, hoarse);

7. The syllabic structure of the word is broken (instead of dog it turns out to be baka);

8. There are at least some grammatical errors.

There are many speech disorders, it is impossible to describe them all briefly. And, unfortunately, many of them can only be corrected up to a certain age. So it’s better to contact a speech therapist early and hear that everything is fine, than to be so late that the situation will be irreparable.

Speech therapist Sedik A.V.

Parenting Advice No. 2:

“How and why to do articulatory gymnastics”

Why is articulation gymnastics needed?

Performing articulation exercises is useful at any age, since clear articulation is the basis of good diction . Articulation exercises for children with sound pronunciation disorders are a necessity. They prepare the child’s articulatory apparatus to produce sounds.

We correctly pronounce various sounds thanks to good mobility and differentiated work of the organs of the articulatory apparatus: tongue, lower jaw, soft palate, vocal cords. Thus, producing speech sounds is a complex motor skill. Already from infancy, the child makes a lot of diverse articulatory and facial movements with his tongue, lips, and jaw. Such movements are the first stage in the development of a child’s speech; they play the role of gymnastics of the speech organs in natural conditions of life. Articulatory gymnastics is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the organs involved in the speech process.

How to perform articulation gymnastics?

1. Articulation gymnastics must be carried out systematically, otherwise the new skill will not be consolidated. It is advisable to exercise daily 2 times a day for 3-5 minutes (it is better that at least 1 hour has passed since the last meal). Children should not be offered more than 2-3 tasks at a time, each completed 5-6 times. Static exercises are performed for 5-7 seconds (holding an articulatory pose in one position).

2. During the execution process, it is necessary to monitor the quality of the movements; a decrease in quality is a sign of overwork, it is better to avoid this.

3. Articulation exercises must be performed in front of a mirror. The size of the mirror should be such that the child can see himself and the adult in it.

4. At the beginning of classes, exercises should be performed at a slow pace.

5. Before starting classes, it is better to introduce the child to the names of articulatory organs. It is better to conduct such an acquaintance in the form of a fairy tale. As a result, the child must learn the names of organs: teeth, lower and upper lips, palate, tongue.

6. All exercises must be performed accurately and smoothly, otherwise articulation gymnastics makes no sense.

7. Perform articulatory gymnastics slowly, counting, monitoring the accuracy, coordination of movement, and the completeness of the volume.

Speech therapist Sedik A.V.

Parenting Advice No. 3:

“Pure tongues - to increase the effectiveness of the speech therapist’s work”

Pure talk is no joke! Speech development occurs differently in all children: some quickly expand their vocabulary, the sound design of words improves, phrases become more developed, while others cannot do without additional outside help. Therefore, it is necessary to teach children to pronounce clearly and correctly, as well as to hear and distinguish sounds in words.

Pure talk is a playful rhythmic speech material containing complex combinations of sounds, syllables, and words that are difficult to pronounce. Pure twisters are also called speech therapy riddles; they help children master the intonation of a question and develop their sense of rhythm.

The rhymes and rhythm of these jokes make it easier to pronounce and remember the sounds. The syllabic component of a joke - a pure talk - contributes to the formation of correct sound pronunciation and stimulates the development of auditory perception of speech. For children of primary and middle preschool age, small jokes are most suitable - pure sayings using toys and pictures.

It is important to remember that in speech play the child is required to use previously acquired knowledge in new connections and circumstances, and it is you who can help him in this: parents, grandparents - his very first and closest mentors and educators.

For example, when automating the sound [s], a pure phrase is used:

“Sa-sa-sa - a sly fox is coming” - “a wasp is sitting on the nose...”

1. Automation of sound, work on expressiveness and diction. -pronounced with different intonations (interrogative, exclamatory, sad...) -pronounced in a voice of different timbre (like a bear, like a mouse); - say it quietly or loudly; -pronounce at different tempos (slow or fast); -we pronounce it, changing the place of logical stress (we hit different words with a hammer).

2. Development of phonemic perception, sound and syllabic analysis and synthesis. Pure sayings help to attract children's attention to the sounding word, its sound and syllabic composition.

Types of tasks: - Add a syllable with a certain sound: Sy-so-sa - there is a line on paper... (sa). Su-sa-sy - the girl has two ears... (sy). Sy-su-so - the cola rolled... (so). Sa-so-su - I don’t give flowers to my mother... (su), etc. - Let's walk through the syllables: La-la-la - ost-ra-ya p-la. Cha-cha-cha - na-sha ka-sha hot-rya-cha. Sh-sche-sche-shche - in the rain we wear a raincoat, etc. - Let’s finish the pure speech (choose a word with the appropriate syllable): Sa-sa-sa - ... (porridge, goat, braid)? Sa-sa-sa - braid. Ro-ro-ro – (bucket, paddle, right)? Ro-ro-ro - bucket. Cha-cha-cha - (thickness, heap, dry land)? Cha-cha-cha - a bunch, etc. - We repeat without errors: Su-shu, sushu - I’m writing a letter. Za-zha, za-zha - the hedgehog has needles. Sha-cha, sha-cha - Tanyusha has two balls, etc. - Let’s change the sounds: “l” to “r”: Al-al-al - ball. Ar-ar-ar - bar. “sh” on “s”: Sha-sha-sha – roof. Sa-sa-sa is a rat.

3. Improving lexical-grammatical structure and coherent speech.

Based on pure proverbs, you can teach children to change the form of a word, form words, coordinate them with each other, use prepositions, make sentences and short stories.

Types of tasks: - We change the form of the word: Sa-sa-sa - here comes again... (fox). Sy-sy-sy - two ... (foxes) came running. Su-su-su - the children saw... (a fox). Soy-soy-soy - the wolf chased ... (fox). Se-se-se - there are many tales about ... (fox). Is-is-is - there are a lot of... (foxes) in the forest, etc. - We answer the question (signs, actions) in plain language: Ra-ra-ra - what kind of kids? Ra-ra-ra - cheerful, noisy, friendly kids, etc. Ra-ra-ra - what are the kids doing? Ra-ra-ra - children play, sing, dance, etc. — We select a word with a given sound (based on words-signs): Sa-sa-sa - cunning, red-haired, fluffy? Sa-sa-sa is a fox. — We answer the question in plain language (you can use diagrams, pictures): La-la-la - where is the top? La-la-la - there is a top in the table, a top on the table, a top under the table, etc. - We name words that have opposite meanings: Ra-ra-ra - high mountain. Ra-ra-ra is a low mountain. Ro-ro-ro - a full bucket. Ro-ro-ro - empty bucket, etc. - We call the words “affectionately”: Lu-lu-lu - a chair in the corner. Lu-lu-lu - a chair in the corner. Re-re-re is a spark in the fire. Re-re-re - a spark in the fire, etc.

4. We come up with a story based on the picture or questions:

Sa-sa-sa - who is this? Sa-sa-sa is a fox. Sa-sa-sa - what fox? Sa-sa-sa is a red fox. Sa-sa-sa - what is the fox doing? Sa-sa-sa - a fox walks through the forest. Sa-sa-sa - who did the fox meet? Sa-sa-sa - the wolf was met by a fox, etc.

“Family help in the correctional work of a speech therapist”

PLAY Speech Pathologist AT HOME!!!

Consultation with a speech therapist

INTERACTION between Speech Therapist and Family on SPEECH DEVELOPMENT

Timely and complete formation of speech in preschool childhood is one of the main conditions for the normal development of a child and his subsequent successful education at school. Any delay or disturbance in the development of a child’s speech affects his behavior in life.

Parents ask: why does the child write illiterately? misses letters when reading and writing; cannot put into practice the learned spelling rules, etc. But they took care of their child, took him to clubs, development centers, and it seemed like the child could read and write. Only the interaction of kindergarten teachers, educators, speech therapists and families is a necessary condition for the full speech development of preschool children, since the best results are obtained where teachers and parents act in concert.

Family participation in speech development begins from the moment the child comes to a speech therapist; all efforts of specialists without the help of parents are ineffective. Help the speech therapist by doing homework with your child.

Remember, for home speech therapy sessions to be successful, you must:

Determine clear and daily study times, not occasionally. This is the time of child development. Self-organization of parents is very important, because There are always “1000 urgent things to do.” Remember: correcting what was missed in correcting children’s speech later takes many times more time and effort.
Determine the duration of classes. For each age, classes should be regulated: 10-15 minutes - for children 3-4 years old; 15-20 minutes – for children 4-5 years old; 20-30 minutes – for children of senior preschool age.
Pre-study the assignment before class (do not do this in front of your child). Complete part of the task in a playful way (on the road, in the kitchen, etc.), but you need to work on something in front of a mirror, at the table at a set time. Anticipating a refusal, use alternative questions like: “What should we do first - learn a tongue twister or compose a story?” Adults' speech should be clear and precise.
Conduct classes in the form of a game or during a game. With young and middle-aged children, try not to use direct instructions “Say!”, “Repeat!”.
During the lesson, talk to the child gently and not authoritarianly.
Introduce variety and surprises into classes. You can try to complete the task “for company” with a peer, brother, sister, or “teach” your favorite toy (doll), teddy bear.
Reinforce your child's achievements with praise and cheers. Emphasize that you enjoy working with him.
Parents must have patience, endurance, and a desire to help their child succeed. If a child finds it difficult, never complete a task for him. It’s better to offer him several options, let him choose the correct answer or correct your mistake. Children love to be in the role of “teacher”. Therefore, when performing some tasks, it is useful to change roles with the child.

Only work that is done with pleasure brings good results. A kind attitude, praise, playful form, a competitive moment - all this will increase the child’s interest in classes, and therefore their effectiveness will increase.

What is the interaction between a speech therapist and educators?

Carrying out work by educators prior to speech therapy classes to accumulate, expand, and activate the vocabulary, providing the necessary cognitive and motivational basis for the formation of speech skills.
Conducting systematic exercises to develop breathing, articulation, fine and gross motor skills.
When planning and conducting educational activities in mathematics, cognitive development, artistic and creative activities, integrate speech therapy goals.
Creating conditions in the group that promote the activation of children’s speech.
Systematically monitor children’s speech not only during educational activities, but also in special moments.
Explain (if necessary) the tasks of the speech therapist to parents to consolidate the material covered during home activities, which include replenishment, clarification, activation of the dictionary, consolidation of correct sound pronunciation, development of fine and articulatory motor skills.

And in conclusion, I would like to say that it is the joint work of the speech therapist and educator that will give positive dynamics in the speech development of each preschool student.

Consultation for educators: Preparing children with mental retardation for school

Currently, the problem of education and training of preschoolers with mental retardation is given considerable attention. This is due to the trend towards an increase in the number of children with developmental problems.

Children with mental retardation are a large category, heterogeneous in composition. Some of them have minor disorders of the central nervous system, due to its early organic damage. In other children, mental retardation occurs against the background of functional immaturity of the central nervous system (somatic weakness, the presence of a chronic disease). Another reason for mental retardation in children is pedagogical neglect, unfavorable microsocial conditions, and traumatic situations.

By older preschool age, children with mental retardation do not develop the prerequisites for logical thinking, a low level of intellectual activity appears, speech abilities are reduced, and their vocabulary about the environment is limited. In the emotional-volitional sphere, general immaturity is noted, voluntary regulation of behavior is poorly developed, as a result of which it is difficult for children to obey the teacher’s demands.

And, as a result, these children experience great difficulties in learning and adapting to school (S. G. Shevchenko, 2003).

The main task of preparing children with mental retardation for school is to increase the level of mental development: intellectual, emotional, social.

Preparation for school is carried out with the goal of helping a child with developmental disorders at the initial stage of education to master the necessary knowledge, skills and abilities, and is considered not as an end in itself, but as one of the means of mental development and nurturing positive personality traits.

When preparing children with mental retardation for school, we set the following tasks:

Mastering the standards of color, shape, size;

Mastering the understanding between temporal, spatial, quantitative relationships;

Mastering productive activities;

Development of phonetic-phonemic processes, preparation for learning to read and write;

Clarification, enrichment and systematization of the dictionary based on familiarization with objects and phenomena of the surrounding world;

Formation of dialogic and monologue speech;

Development of elementary mathematical concepts;

Formation of skills in gaming activities, as well as elements of educational activities.

These tasks are implemented in school preparation programs for children with mental retardation and thematic planning of lessons.

We work according to the correctional program of S. G. Shevchenko “Preparing children with mental retardation for school” (in 2 books), as well as the author’s programs: “Acquaintance with the environment and development of speech”, author S. G. Shevchenko; “Developing Phonemic Awareness” (5-6 years), “Preparing for Literacy” (6-7 years), by R. D. Triger; “Formation of elementary mathematical concepts” (5-7 years), author G. M. Kapustina.

Before you begin to carry out correctional work, you need to identify the level of development at which a child with developmental disorders is located. For this purpose, a psychological and pedagogical examination of each pupil is carried out, where the individual characteristics of psychophysical development, his learning capabilities, and the maturity of learning skills are established; general awareness and social orientation; knowledge and ideas about the environment; state of the emotional - volitional, motor sphere (especially fine motor skills of the hands); adequacy of behavior. The child’s medical history is collected, all data is filled in in personal files, and an individual education program is determined.

When preparing children for school, special classes “Familiarization with the environment and development of speech” occupy an important place. The main goals of these classes are to clarify, expand and systematize knowledge about the surrounding reality.

When studying each topic, the following types of activities are interconnected: observations of the objects and phenomena being studied, children’s subject-practical activities and didactic games (board-printed, verbal, with toys, objects).

Consolidation of knowledge and ideas occurs in a role-playing game organized in the teacher’s free time.

The specificity of organizing classes to familiarize yourself with the outside world is the presence of practical activities when studying any topic (for example, when studying the topic “Trees”, children collect natural material, select leaves of the same color, size, make bouquets, etc.) Then you can invite them to draw what they saw on a walk, suggesting plots (especially what caused them joy and surprise): “Winter Forest”, “Let’s help the forest boy decorate the house”, “My favorite animal”.

Children with mental retardation due to a low level of sensory development cannot compare objects according to certain characteristics, group and classify them. In this regard, classes are conducted aimed at developing generalized ideas about color, shape, size, and arrangement of objects in space. Didactic games play an important role in the formation of these skills. Games are selected that will be aimed at solving the educational problem. Thus, to develop orientation in the properties of objects, games are used: “Hide the Mouse”, “Multi-Colored Meadow”, “Geometric Lotto”, “Dyanesh” cubes (where the child first places the object directly on the sample, then you can offer to lay it out on the table, looking at the sample , and as a more complicated version - post it from memory).

The system of work to familiarize themselves with the world around them helps to enrich children’s vocabulary and develop the ability to consistently talk about their own experience.

When composing stories, the child relies on a visual plan in the form of pictures or pictograms.

We teach children storytelling based on a plot picture or a series of sequential pictures:

- Come up with a title for the painting; — Determine the time and place of action; — Convey the content of the picture; — Restore the sequence of events (what happened first and what happened next); - Listen carefully to the answers of your comrades.

The phonemic awareness and literacy program aims to:

Development of interest and attention to the word, to the speech (your own and those of others)

Enrichment of vocabulary and coherent speech;

Development of the ability to listen attentively to the sound of a word, recognize and isolate individual sounds from it, distinguish sounds that are similar in sound and pronunciation;

Improving sensory experience, the ability to identify the main groups of the Russian language - vowels and consonants.

Children with mental retardation, while their hearing is intact, as a rule, “do not hear” individual sounds in a word; it acts for them only as communication. Even at 7 years old, children find it difficult to consistently identify sounds in a word.

Games and exercises with vowel sounds are the foundation on which all work on the development of phonemic processes is based.

Games and exercises for practicing strong, smooth and long exhalations are very important, and at this stage we offer games with singing vowel sounds with movements.

Isolating sounds from a word begins with vowel sounds that are in a stressed position; then plosive consonants (k-g-x), sonorants (m-n).

To maintain interest in classes, we use gaming techniques, didactic and story games. Having isolated a sound from a word, children become familiar with the features of its sound and pronunciation: the participation of the voice, the position of the lips, and the tongue. Please note that some sounds are pronounced with the voice, freely, the pronunciation of others is due to the fact that the lips or tongue form a barrier. In addition, we introduce children to the symbols of these sounds (we denote vowels with a red chip, hard consonants with a blue chip, and soft consonants with a green chip). Children learn in notebooks to independently draw conventional graphic diagrams of words using colored pencils.

Isolating a sentence from speech presents significant difficulty. When developing this skill, we use a conditional graphic scheme of a sentence. We explain to the children that the beginning of a line has a rise, that when writing, each sentence begins with a capital letter. Then individual words are highlighted: the child, pronouncing each word, denotes it with a short line: as many words as there are in a sentence, there are as many short lines, with a dot at the end.

Preparing children with mental retardation for learning to write goes in several directions:

gymnastics of fingers and hands;

orientation on a sheet of paper;

training in proper positioning and use of writing instruments;

practicing basic graphic skills;

correlation between sound and letter.

Work on the development of fine motor skills is carried out both by teachers and also in the form of recommendations to parents. Children are offered a wide variety of play aids for the development of fine motor skills: lacing, mosaics, construction sets, balls, stringing beads, clothespins, templates on lexical topics, toys from “Kinder surprises” - for pulling out of “dry pools”; peas, beans (we put letters, numbers, objects out of them).

We teach children how to self-massage their hands. We conduct finger games with the children; we select them for each lexical topic.

We and parents are faced with another task - to prepare the child’s hand for writing. Initially, unlined paper is used, rhythmic, circular movements of the hands with a wide scope are practiced. Gradually, the scope decreases. Children learn to draw wavy and straight lines, semi-ovals, ovals, loops. Each graphic task is included and understandable to children: fish swimming through the waves, a magic ball, etc.

Older children are introduced to a lined notebook, where children learn to work in it: draw inclined lines, “continue the line to the end,” drawings in cells on lexical topics, completing the missing parts of a letter, coloring the superimposed contours of letters and numbers.

The program for the development of FEMP in children with mental retardation provides for the development of elementary ideas about the characteristics of objects, quantity, number, the formation of methods of measurement, as well as the implementation of simple counting operations, composing and solving problems on addition and subtraction.

It is no secret that children mechanically memorize and reproduce the sequence of numerals, do not know how to freely navigate the natural number series, and have poor computational skills. They have difficulty remembering numbers and relationship signs. Some preschoolers have problems with spatial orientation and also have underdevelopment of fine motor skills in their fingers, which makes it difficult for them to master writing numbers. They often have mirror spelling of numbers. For example, imperfect visual perception leads to the fact that preschoolers do not recognize familiar objects and geometric figures from an unusual angle, in an upside-down position.

Disadvantages of all types of memory, especially arbitrary. It is expressed by the fact that children are able to remember small portions of information; for them it is necessary to repeat the material more often. They tend to memorize material mechanically without understanding it.

Therefore, special correctional work is needed aimed at filling the gaps in their preschool mathematical development. All training is visual and effective. The child learns all mathematical concepts in the process of active activity: in games, watching the actions of the teacher, performing graphic tasks (drawing, tracing, coloring) and exercises in design and modeling (from sticks, geometric shapes). Doing hard work for children brings them joy and helps relieve mental fatigue.

During classes we use board games: geometric lotto, dominoes, mosaic. The group contains a typesetting canvas with demonstration material: a flannelgraph with numbers, geometric figures, as well as a variety of handouts (toys, geometric figures, object pictures). In our classes we use printed notebooks, as well as large-checked workbooks, in which children work in the evening with a teacher.

We work in close cooperation with parents. At the beginning of the school year, at a parent meeting, we introduce the specifics of the correctional group and the diagnostic results on an individual basis. We invite parents to consultations. In the second half of the year we hold an “Open Day” with classes and presentations; We are actively preparing for matinees and school graduations. A stand has been set up for parents, where consultations and reminders for doing homework are posted.

No amount of careful kindergarten work eliminates the need for homework. The work consists of the fact that the parent, together with the child, consolidates those skills and abilities that were acquired in group and individual classes (development of lexical and grammatical means of the language, teaching literacy and sound pronunciation).

Thus, we need to talk about the need to train and educate children with mental retardation in special conditions and using methods other than those used in mass kindergartens. In this case, correctional and developmental classes become not only a means of preparing for school, but also one of the most important conditions for the correction of mental development, the activation of cognitive activity and the comprehensive development of the individual.

Nikitina Svetlana Yurievna, teacher-defectologist, MADO No. 357, Kazan, Republic of Tatarstan

Child’s speech readiness for school - consultation for parents
Relationships in the work of a speech therapist, educators and health workers in the implementation of health-saving technologies with children with severe speech impairments
Final lesson “Clever and smart girls” in the preparatory group for school
Speech therapist consultation for parents: Movement and speech
Test for parents - Is your child ready for school?

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Tasks of joint work between a speech therapist and educators

Together, find the best options for working with a specific group and with each child individually, agree on the organization, conduct of classes, and their content.
Arrange classes so that the speech therapist does not duplicate the tasks that the teacher gives to the children, and vice versa.
Teach children correct sound pronunciation, perception and reproduction of words. Teach them to maintain the correct pace and rhythm of speech (not to chatter, but also not to speak too slowly).
Expand the vocabulary of preschoolers.
Help children study the process of word formation and grammatical structure. It is recommended to correct grammatical errors in speech not only in class, but also during walks, games, etc.
Develop higher mental functions: thinking, imagination, attention, memory. Form coherent speech among students.
Develop fine and articulatory motor skills in children.