Speech therapy project “Teach me to read and write correctly”

Speech therapy project “Naughty Sounds”

Speech Therapy Project

"Naughty Sounds"

The project is aimed at creating conditions for the full speech development of preschool children. This project reflects directions in correctional work with children with speech impairments: production and automation of impaired sounds. This project is presented as a way to organize a correctional process based on the interaction of a speech therapist, a child, educators, and parents.

The project is intended for children 6–7 years old Project participants:

children with speech disorders, speech therapist, educators, parents.
Goal:
increasing the potential for full speech development of preschool children.
The hypothesis of the project was the assumption that the use of the project method in speech therapy work with preschool children will allow pupils to quickly, easily and more firmly acquire the knowledge and skills that are acquired in the process of practical activities, and will increase the motivation and interest of parents in the speech development of their children. Project objectives.
1. Arouse in the child a desire to independently participate in the process of speech correction.
2. Develop children's speech and creative abilities. 3. Activate the processes of perception, attention, memory, thinking. 4. Increase motivation and interest in speech therapy classes. 5. Involve children in joint activities. 6. Combine the efforts of the teacher and parents in joint activities to correct speech disorders, making extensive use of parental potential. Expected Result.
1. The project method in correctional work will contribute to the successful development of children’s communicative and creative abilities. 2. Increasing the psychological and pedagogical competence of teachers and parents in matters of children’s speech development. 3. Increasing parents’ interest not only in the results, but also in the very process of correctional and educational work. The effectiveness of these results For children: - positive dynamics of speech development; — development of sustainable motivation for speech self-realization;

— successful social adaptation in preschool educational institutions and family. For parents: - readiness and desire to help; — activation of the pedagogical potential of parents, — acquisition and use of knowledge on issues of speech development of children; - a feeling of satisfaction from joint creativity. - positive assessment of the activities of the preschool educational institution. For teachers: - positive psychological climate between the speech therapist and teachers; — teachers’ interest in creativity and innovation; — satisfaction with one’s own activities; — improving the professional skills of teachers on issues of speech development and education of preschool children through various forms and methods of work; Practical significance of the project

This system of the project method in the correctional and speech therapy process can be used in the speech development of children without speech disorders for the prevention of speech development disorders in preschool age.
Project type:
practice-oriented, long-term.
implementation period
– 1 year
Stages and strategy of project implementation I. Preparatory stage (information and analytical):
Development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.
Objectives:
1. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study.
2. Identifying the problem - diagnosing the level of speech development of children of senior preschool age (speech therapy examination of children). 3. Determination of the system of speech therapy projects, conditions for their implementation. II.
The main stage of the project implementation (practical): 4. Speech therapy project “Naughty sounds”
Objectives:
• Research and understanding by the child of the position of the organs of articulation when pronouncing the sounds being practiced.
• Conscious understanding of the articulatory structure of a particular sound and high-quality correction of pronunciation defects. • Increasing parents' interest in the correction process. • Increasing the competence of educators in this area. Implementation period: During the entire period of sound pronunciation correction. The content of the work.
Work with children. • Introducing the organs of articulation through “The Tale of the Merry Tongue.” • Use in individual lessons for correcting sound pronunciation game techniques of articulation analysis “Teach an alien to pronounce the sound correctly”, “Explain to a friend the correct location of the organs of articulation...”, etc. • Use of the manual “Articulatory patterns of sounds” when analyzing the articulation of the sound being studied. • Study of the pronunciation features of each sound being studied, gradual (as each disturbed sound is staged and automated) design of the booklet “Difficult Sounds”. Working with families • Consultation for parents “Impaired pronunciation and its causes.” • Maintaining an individual booklet “Difficult Sounds” together with the child. • Using cards and pictures in the process of reinforcing the correct pronunciation of sounds at home as directed by the speech therapist. Work with teachers • Consultation “Sound pronunciation disorders. Causes. Kinds". • Together with the children, compiling a general booklet “Difficult Sounds” (for all sounds). • Using cards and pictures in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist. Practical result of the project • Presentation of individual booklets “Naughty Sounds”, their practical use when doing home exercises. • Drawing up, together with children, walking tracks “Naughty sounds” (for all sounds) and using them in the process of reinforcing the correct pronunciation of sounds according to the instructions of the speech therapist.

III. The final stage of the project:

1. Analysis of project activities and assessment of the results of the effectiveness of the use of speech therapy projects in the correctional process. 2. Final presentation of the results of the project activities of children and parents through exhibitions, presentation of homemade products created jointly by parents, children, and a speech therapist.

The final product of the project will be: • Formed sustainable motivation for children.

• Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correction process. • Increasing the professional competence of preschool teachers in providing support to children with speech disorders. Forecast of possible negative consequences. The following possible difficulties and ways to overcome them are assumed: 1. Weak motivation of project participants. Ways of correction: introducing additional forms of stimulation and encouragement, using new, more interesting forms of work. 2. High morbidity among children, low kindergarten attendance. Ways of correction: periodic return to the material already covered.

In the future: the search and development of new innovative forms of correctional work with children with speech disorders in interaction with all participants in the educational process.

In conclusion, I would like to note that the use of project activities is quite possible and even necessary in the correctional and speech therapy process for children to more firmly and fully master new skills and abilities.

List of used literature: 1. Babina E.S. Partnership between a preschool educational institution and family in speech therapy work - Speech Therapist magazine - No. 5, 2005. 2. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. M., 2010 3. Evdokimova E.S. Design technology in preschool educational institutions. Sphere. M.2005 4. Kiseleva L.S. project method in the activities of a preschool institution. Artie. M., 2005 5. Mironova S.A. Speech development of preschool children in speech therapy classes. -M. 2007.

MBDOU "General developmental kindergarten No. 1 "Smile" Lukhovitsy

Type of project : correctional - developmental, creative, informational - educational, gaming.

Project participants: children of middle, senior, preparatory groups, educators, parents, specialists.

Goal: correction and activation of speech in preschool children in the process of creative activity, promotion of speech therapy knowledge.

Tasks:

• Promote cognitive and speech activity of children.
• Create a specially organized environment that encourages the child to be active in the educational process and strive for creativity.
• Encourage children to verbally communicate with peers and adults;
• To form practical skills in children of correct speech (phonetically clear, lexically developed, grammatically correct).
• To develop higher mental functions (HMF) in preschool children (memory, attention, thinking, perception).
• Develop children's sound analysis skills.
• Exercise children in the correct pronunciation of sounds using tongue twisters rich in reinforced sounds.
• Develop coherent speech and improve the overall sound of speech (tempo, rhythm, diction, intonation expressiveness) through theatrical activities.
• Develop articulatory and fine motor skills, speech breathing.
• To introduce teachers and parents to the work of a speech therapist in kindergarten.
• Involve teachers and parents in the correctional and developmental process.
• Arouse the interest of preschoolers in speech therapy games and the need for them.

Relevance.

Every year the number of children with speech disorders in kindergartens increases, and it becomes increasingly difficult for speech therapists working in preschool institutions to organize effective correctional work. Therefore, along with traditional speech therapy classes, new forms of work are used. One of the forms of such work is “Speech Therapy Week,” during which speech therapy knowledge is also promoted among teachers and parents.

To increase the effectiveness of speech therapy work in the educational process, project activities are used. The project method is a pedagogical technology, the core of which is the independent, research, cognitive, playful, creative, productive activity of children, in the process of which the child gets to know himself and the world around him, and translates his knowledge into real products. In the educational process of a preschool educational institution, project activities are of a collaborative nature. The child ceases to be an object of pedagogical influence and becomes an active participant in creative activity, the purpose of which is to activate his own resources in the process of learning and development.

The relevance is due to the need to resolve issues aimed at increasing the effectiveness of correctional and developmental work with preschool children in kindergarten conditions.

Develop higher mental functions; phonemic awareness; general and fine motor skills of the fingers; creativity, coordination of speech with movement.

Forms of work with preschoolers:

1. Wall newspaper “Day of Polite Words”

1. Talking with children about polite words

1. Organized educational activities

1. Theatrical event

1. Reading and learning riddles

1. Didactic games

1. Flash mob with crafts “The first letter of my name”

1. Exhibition of children's works on the topics: “The first letter of my name”, “Funny tongue twisters in pictures”, “My favorite fairy tale”.

Interaction with parents:

• Consultations for parents
• Involving parents in making crafts with their children
• Involving parents to participate in the master class “The Tale of a Merry Tongue”

Activities of teachers

• Participation in the pedagogical show-competition “Do-It-Yourself Theater Corner”.
• Selection of literature about polite words
• Selection of illustrations for the conversation
• Organized educational activities

Project activity products:

presentation, exhibitions of drawings, photo reports, wall newspaper, crafts, booklets, notes.

Timing and stages of project implementation:

1. Organizational and preparatory (from November 5 to November 8, 2019)
2. Main (from November 11 to November 15, 2021)
3. Final (November 15, 2019)

The project is carried out in three stages:

• Organizational and preparatory: designation of the project topic, definition of the goal and main tasks, development of an action plan aimed at correcting and enhancing speech activity.
• Main: carrying out activities aimed at correcting and enhancing speech activity in accordance with the plan.
• Final: summing up the events, photo reports, presentation of the project “Speech Therapy Week “We speak beautifully, correctly”

Methods and techniques used in the implementation of the project:

• Practical methods of speech therapy include exercises, games and modeling.
• Visual methods include observations, looking at drawings, paintings, watching videos, listening to audio recordings, as well as showing a sample task and method of action.
• Verbal methods include story, conversation, reading.

Expected results.

Children's interest in speech therapy classes will increase, their relationship with parents and teachers will improve, and the effectiveness of correctional work will increase.

Thematic planning for project implementation

Project implementation period

Project “Speech Therapy Week in Kindergarten”

THURSDAY, November 15

.
Topic of the day: “Vernissage of letters.”
On this day, an exhibition of children from preparatory groups, “The First Letter of My Name,” was organized. The children not only demonstrated the unusual work they had made together with their parents, but also told why it was called that name, what it means, and which great and famous people have the same name.

In addition, on this day it was possible to receive from the music director O.V. Sherstneva. useful information about effective musical games and exercises that promote the development of auditory attention.

ON FRIDAY, November 16th

, Bedash L.V.
A business game “Professional”
was held for the purpose of interaction between a teacher and speech therapist with teachers to support children with speech disorders in preschool settings. The most points (15) were scored by L.M. Golovnina. and Dyuganov Zh.G. The rest of the teachers also showed good knowledge and were only 2 points behind the winners.

All week long, educational psychologist Naumova E.V. collected in a BACKPACK

different children's words on the proposed topics: “Sweet words”, “Polite words”, “Cold words”, “Smart words”.

Children from the average combined group “Romashka” -21 named
the most sweet words Children of the senior combined group “Sun” and children of the preparatory combined group “Stars” each named 18 sweet
words.
Among the kids - children from the Droplets group -12.
The children from the preparatory combined group “Goldfish” named
the most polite words Among the younger groups, the leader is the Kolobok group - 7 words. In terms of the number of cold words,
the children of the preparatory combined group “Zvezdochki” took the lead - 24. The younger group “Kolobok” scored 1 word more than the “Droplets” - 9 words.
In naming smart words,
the children of the preparatory combined group “Zvezdochki” took the lead - 16 words. The younger “Koloboks” have 7 words. But the youngest “Droplets” were ahead of the average “Romashka” by 4 words!

During the week the following information was posted in the parent corners:

"Age stages of speech development."

"Games for developing fine motor skills."

"Games for the formation of phonemic hearing."

“Physical Hearing Test.”

Parents also received reminders and booklets

.

RESULT. The week of speech therapy showed that correctional work with children with speech impairments is multidimensional in nature and requires an integrated approach to work on the part of all subjects of the educational process. It is necessary to create a single correctional and developmental space around each such child, which not only kindergarten teachers, but also the parents of the students are called upon to support.

PROJECT “SPEECH THERAPY GAMES”

I. _ stage

- prephonemic

II . stage

– phonemic

Prephonemic stage

At the 3rd week, the newborn begins to react to the voice.

By 4 months, reaction to the voice and intonation of spoken speech.

By 5 months, the child grasps the general rhythmic, melodic structure of the word.

At 9-10 months - a reaction to the intonation and meaning of some words. From this time on, the self-learning mechanism begins to work.

From the age of 11 months, the child distinguishes contrasting sounding words ba-ba, pa-pa, ma-ma.

From 11-12 months, phonemic hearing begins to develop. At this time, phonemic hearing allows:

understand the speech of others;

imitate others;

establish a connection between words and objects.

Phonemic stage

By the age of 2, the child differentiates all speech sounds only by ear, and understands well the speech of an adult addressed to him.

By the age of 5-6 years, children already differentiate all sounds both by ear and in pronunciation.

Research by N.H. Shvachkin is confirmed by literary sources and other authors (M.I. Lisina, E.O. Smirnova, V.V. Vetrova, etc.)

In parallel with phonemic hearing, which carries out the operations of discrimination and recognition of phonemes, phonetic hearing also develops, which carries out “monitoring of a continuous stream of syllables.” Phonemic and phonetic hearing together make up speech hearing,

which carries out not only the reception and assessment of other people's speech, but also control over one's own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation, which can only be carried out with coordinated work between the mechanisms of auditory control and reception on the one hand and control of speech movements on the other.

The functional unity of speech perception and speech production is mentioned in the works of N.I. Zhinkin, N.Kh. Shvachkina, V.I. Beltyukova, A.A. Leontyeva and others.

Even during the birth of phonological theory, the largest linguist Baudouin de Courtenay pointed out that the structure of a phoneme is determined by both acoustic and motor components.

Investigating the patterns of development of children's speech, A.N. Gvozdev notes that the general course of a child’s assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres: “The auditory sphere is leading in the sense that thanks to the early development of hearing, the child learns to distinguish various phonetic elements by ear; their exact auditory representations become a regulator for their development in his own pronunciation. But for their appearance in the child’s own speech, in addition to auditory ideas, articulatory skills are also needed... These skills are developed later, and with their development, sound elements freely enter into the child’s own speech. From this side, the development of the motor sphere turns out to be decisive for the entire course of mastering the phonetic aspect of the native language. A.N. Gvozdev “A child’s acquisition of the sound side of the Russian language,” Moscow 1948)