About the work of a speech therapist in the speech center of the Dow. Organization of work at the dow logo station. These conclusions are made by the speech therapy commission, which arrives at the preschool educational institution in April-May and recruits children for classes at the speech center in the new academic year
Olga Borodina
Organization of work at the logopoint of the preschool educational institution
Important in the educational process of the preschool educational institution is the implementation of correctional work, which is aimed at the timely detection and elimination of violations of the speech and personal development of preschoolers. In order to carry out corrective work functioning on the basis of the kindergarten speech therapy center, which provides an individualized and systematic approach to the correction of speech disorders.
speech therapy center(abbreviated « logopoint» ) is a place where assistance is provided to children with speech disorders without transferring the child to another (specialized) group. The main task of preschool educational institutions general developmental type (that is, ordinary kindergartens) is the implementation of the general education program. And, as you know, such a program does not specifically provide time for classes with a teacher - speech therapist.
On the speech therapy item enrolled children from 5 years old with uncomplicated (compared to diagnoses for speech therapy gardens) speech disorders. For a number of reasons (for example, remoteness from the place of residence of preschool educational institutions with specialized speech groups, lack of places in speech groups, etc., children with complex or combined speech defects can also be enrolled in logopoint. On the speech therapy points do not take all the children of an ordinary kindergarten, but only the most in need of help. There is a sequence depending on the severity of speech impairment. First of all, children of 6 years old are enrolled, who will go to school in a year. That is, the guys from the preparatory group. As well as those who did not finish classes with speech therapist last year. Some of the children of the older group are enrolled in the remaining places. Everyone else in need of help speech therapist, are queued.
What mode are the classes in? logopoint? Frontal (with a group of children)- 1 time per week, individual-subgroup classes - 2 or 3 times a week. The purpose of individual speech therapy classes - correction of sound pronunciation and development of phonemic processes. In the first half of the day The speech therapist works 3-4 days a week.. In the afternoon - 1 - 2 times a week. Most often in the afternoon, individual lessons and consultations with parents are held.
During the academic year for speech therapy center is working for various directions: organizational, diagnostic, corrective, preventive, scientific and methodological.
As a result organizational work preparations are being made speech therapy office for the new academic year (until September 15): systematized and replenished methodological material, illustrated and handouts for children. The medical records of children enrolled in logopoint, to clarify anamnestic data in speech charts (in September and throughout the year). At the beginning of the year, a schedule and a cyclogram are drawn up working hours of a speech therapist.
Diagnostic work includes speech therapy survey of all age groups of preschool educational institutions (beginning and end of the year, in order to establish speech therapy conclusions, as well as enrollment of children of senior and preparatory groups of kindergarten for logopoint. Based on the speech therapy examinations are filled in “protocols of examination of oral speech.
Correction-developing work in accordance with speech therapy conclusions are carried out directly with children enrolled in logopoint throughout the entire academic year.
On the speech therapy item enrolled children preschool age visiting preschool and having:
Phonetic underdevelopment;
Phonetic-phonemic underdevelopment;
Unsharply expressed general underdevelopment of speech.
Children identified during the examination with severe speech disorders (general underdevelopment of speech, alalia, dysarthria, rhinolalia, stuttering, with other developmental disabilities (mental retardation, impaired vision, hearing, intelligence, etc.) are sent to the primary medical center in order to clarify the speech conclusions and solutions to the issue of further education in a preschool educational institution of a compensating type or in groups of a compensating orientation.
Admission to speech therapy point is made during the academic year as places become available, while speech therapy Classes are attended by no more than 25 children at a time.
Since on children are enrolled who have simple speech disorders (phonetic, phonetic-phonemic underdevelopment of speech, unsharply expressed general underdevelopment of speech), it is important that correctional Job included exactly those areas that correspond to the structure of speech impairment.
During the preventive work held in September and May logopedic examination of junior and middle groups of kindergarten, analysis of medical records. individual counseling of parents and educators is carried out based on the results of the survey.
Thanks to close work of a speech therapist and all teachers of the preschool educational institution, high results are achieved in the correction of speech deficiencies in children, as well as their prevention in logopoint preschool educational institution.
Related publications:
Presentation "Organization of work during the adaptation period in preschool educational institutions" Organization of work in the adaptation period Performed by the educator: Zdorova Marina Gennadievna MBDOU Kindergarten "Ivushka". In preadaptation.
Annual work plan of a speech therapist teacher at a speech center“I approve” Head of the MBDOU “Kindergarten of the combined type “Scarlet Flower”. ___ "___" ___ 2018 Annual.
The successful implementation of summer recreation is largely determined by an integrated approach to planning the organization and medical and pedagogical.
Competent organization of summer recreational work in the preschool educational institution, covering all participants educational process, provides wide.
Organization of methodological work in the preschool educational institution Organizer methodical work in a preschool educational institution is a senior teacher, so in everyday communication it.
Normative-legal documents.
When organizing the work of the logopoint, the teacher should rely on the following legal documents.
1. On the organization of the work of a speech therapy center of a general educational institution Letter of the Ministry of Education of Russia dated December 14, 2000 No. 2
This letter determines the procedure for organizing the activities of the speech center within the school. According to this document, the maximum occupancy of the logopoint is 25 people. Since there is no similar document that applies to preschool speech centers, speech therapists, when planning their work, can be guided by this instruction letter. Up to 25 children with diagnoses: dyslalia, complex dyslalia, dysarthria can also be enrolled at the preschool logopoint. But with children of preschool age, individual and subgroup work is mainly carried out. Therefore, the optimal filling of the group depends on the speech diagnoses of children.
If a child is diagnosed with "dyslalia" or "complex dyslalia", he is enrolled in a group for children with phonetic disorders. Work with such children is designed for six months. The optimal size of this group is 10-12 people. And working with a group of children with phonetic and phonemic speech disorders takes a whole year, so its capacity can reach 15 people.
Regulations on the organization of the work of a speech therapist teacher in a kindergarten that does not have specialized groups in its structure
Approved at a meeting of the asset of defectologists in Moscow on the basis of the decision of the collegium of the Moscow Committee of Education dated February 24, 2000.
This provision regulates the work of a speech therapist teacher at a preschool speech center. In him:
The hourly load per week and the distribution of the working time of a speech therapist during the day were determined;
The possibility of conducting speech therapy classes in the first and second half of the day was indicated;
The duration of individual and subgroup speech therapy classes is indicated.
The document also talks about the need for a speech therapist to work on the prevention of speech disorders and filling out documentation, but, unfortunately, the document does not provide time for these types of work.
3. On the organization of work with children with speech disorders in state educational institutions implementing preschool education programs
Order of the Department of Education
Moscow No. 2-34-20 dated 11.08.2005
This document indicates the age limits of children with whom the speech therapist works at the speech center - 4.5-7 years. However, in previous documents it was indicated that the speech therapist only works with children of the senior and preparatory groups for school.
The document also states that during the year a speech therapist teacher must also conduct an examination of children 3 years old. Thus, the speech of children of primary preschool age (3-4 years old) is examined by two speech therapists: a speech therapist of a children's clinic and a speech therapist of a speech center.
According to the document under consideration, the frequency and duration of individual speech therapy classes are determined by a speech therapist - depending on the nature of the child's speech disorder. This allows the speech therapist to conduct not so many classes as "supposed", but as much as necessary for this child.
This order also contains a list of documents that must be filled in by specialists of the speech center. One of the documents is a notebook for the interaction of a speech therapist with educators of groups whose children are being speech therapy work. However, teachers of mass groups of kindergartens do not carry out such work. This is done only in speech kindergartens or speech therapy groups, for which educators receive a salary supplement.
Work planning
The efficiency of the logopoint is ensured by the following documents:
Annual work plan of a speech therapist at a speech center;
A promising plan for conducting subgroup classes with children aged 5-6 years with a diagnosis of "phonetic speech disorders";
A promising plan for conducting subgroup classes with children aged 5-6 years with a diagnosis of "phonetic-phonemic underdevelopment of speech";
Individual plan of corrective work;
Approximate work schedule of a speech therapist;
Schedule of individual lessons;
Subgroup lesson plan;
Report on the work done during the academic year;
Protocols for the admission and release of children.
Plans for the next academic year are drawn up in May and approved by the head of the preschool educational institution.
1. Annual work plan of a speech therapist at a speech center
The annual plan defines three main areas of work for a speech center specialist: with children, educators and parents of children undergoing training. A separate list contains a list of events held by a speech therapist throughout the year and not tied to specific dates. The annual work plan of the logopoint given below is presented in the form of a table. However, a speech therapist can issue it in the form of lists in certain areas of work.
2. Long-term plan for conducting
subgroup classes with children 5-6 years old with a diagnosis
"phonetic speech disorders"
In addition to sound pronunciation disorders, children of this group may also have elements of phonetic-phonemic and lexical-grammatical underdevelopment of speech, coherent speech is not well formed. With this in mind, a complex of classes of a combined nature was developed. On them, in addition to the development of motor skills of the speech apparatus, the skills of sound analysis and the activation of higher mental functions, work is carried out to enrich the dictionary and correct the grammatical structure of speech.
Corrective work according to the plan is designed for six months. The main stage is preceded by a cycle of 12 preparatory classes(logo training). These sessions are 30 minutes long. They are held 4 times a week in strict sequence.
Then the speech therapist conducts thematic classes of the main stage 2 times a week. Each topic is worked out within 1-2 weeks and fixed on individual lessons. The topics of the main stage may vary depending on which topics cause difficulties for children. The classes of the main stage do not require a strict sequence of execution.
The plan also provides for four classes on the development of coherent speech. The final lesson is held in the form of a holiday.
3. A long-term plan for conducting subgroup classes with children aged 5-6 years with a diagnosis of "phonetic-phonemic underdevelopment of speech"
In children of this group, in addition to violations of the sound side of speech, there is an unformed phonetic-phonemic perception. With such children, systematic work should be carried out to develop phonemic hearing. The plan provides for a system of step-by-step formation of the phonemic aspect of speech. In the classroom, a speech therapist introduces children to sounds and letters, and works to develop the skills of sound analysis and synthesis. At each lesson, preschoolers practice the correct pronunciation of new sounds, learn to differentiate them, get acquainted with the letters that represent these sounds.
Individual lessons with children with FFNR are held twice a week. The plan provides for eight lessons on the development of coherent speech (once a month). The final lesson is held in the form of a holiday, to which parents are invited.
4. Individual plan of corrective work (compiled for each child)
An individual correctional work plan and a speech map are the basic documents, based on which the speech therapist conducts correctional work with each specific child.
The individual plan should indicate the initial level of the state of the child's speech, the forms and types of necessary corrective work. Maintaining this document allows you to trace the dynamics of the state of sound pronunciation and speech of the child by months. By exercising such control, a speech therapist can more effectively carry out correctional work.
Approximate work schedule of a speech therapist and cyclogram of working hours
The documents listed under numbers 5-8 are organizational: they help the speech therapist plan and carry out work at different stages of the correction process.
The work schedule of a speech therapist is drawn up annually, approved by the head of the preschool educational institution and stored in the guidance documents of the speech therapist. The cyclogram allows you to analyze how the speech therapist's working time is used.
7. Schedule of individual lessons
The chart shows the information:
Date and time of each lesson;
About the stage of consolidation at which the child’s automated sound is located;
Subgroup lesson plan
It is convenient to use the given plan of a subgroup lesson when conducting combined speech therapy classes. If desired, a speech therapist can arrange a lesson in the form of a summary.
Designing a corner for a speech therapist and a memo for parents
After the groups for enrollment at the speech center are finally formed, the speech therapist is recommended to hold the first parent meeting (as a rule, this happens in mid-September). At this meeting, the speech therapist should explain to parents why their children need to attend. speech therapy classes, talk about how they are carried out, remind you of the need to complete homework on time. Parents should also be made aware that a child's speech disorders can lead to writing in school, and this can have a significant impact on academic performance. That is why there is a need for corrective speech therapy classes at preschool age.
To control the completion of homework by parents, a regular school diary is inserted into the folder for individual lessons, on the cover of which a photo of the child is pasted. In it, the speech therapist makes appropriate notes, and parents can write down questions that arise in the course of completing tasks for the speech therapist. Such a diary helps to maintain contact between parents and speech therapist during the entire period of the child's stay at the speech center.
To inform parents about the progress of the correctional process in the group, a speech therapist's corner is drawn up. To remind parents about how to properly conduct homework with a child, special reminders are used.
Also, in the Speech Pathologist's Corner, the names of the children whose parents should come for a consultation, and the time for speech therapy consultations are indicated. Consultations are held in the afternoon (from 16:00 to 18:00) - the time most convenient for parents.
Parents should be aware of the responsibilities of a speech center and their responsibilities towards their children. This information is placed in the Speech Pathologist's Corner.
If the speech center teachers deem it necessary, they can formalize the information provided in the form of an agreement and conclude such an agreement with the parents of each child.
Working with educators
Particular attention should be paid to the organization of work with educators in all groups of the kindergarten, starting with the second younger group.
Experience shows that the organization of preventive work helps to reduce the number of phonetic disorders in children. First, a speech therapist conducts subgroup classes with children, and then educators, on the instructions of a speech therapist, conduct similar classes on their own. In the classroom, the speech therapist offers various exercises for the development of speech breathing and voice, articulatory and fine motor skills.
To implement the relationship in the work of the speech therapist and the educator, it is recommended to use the interaction sheet and the fine motor skills examination card. The interaction sheet between the speech therapist and the educator to automate the delivered sounds will help the educator see what sounds the speech therapist is working on with each child of the group, and control the correct pronunciation of these sounds by children in regime moments .
Diagnosis of fine motor skills of children is carried out by a speech therapist. An analysis of the results obtained will allow developing a number of exercises for children whose fine motor skills lag behind the age norm. The teacher performs these exercises with the children as part of their classes.
Logopedic examination
speech card
For each child enrolled in a speech center, a speech map is created, in which the features of the phonetic side of the child's speech are recorded (the general sound of speech, the state of phonemic hearing, the features of sound pronunciation); the state of the lexico-grammatical structure and coherent speech.
Logopoint. Logogroup. Differences. Specificity.
| logopoint | Speech therapy group | |
| Organized | in a general developmental, combined, compensating type of preschool educational institution, or as additional service on a contractual basis | in the combined, compensating type of preschool educational institution, is the main educational activity financed from the budget |
| Reason for admission | diagnostics of a speech therapist preschool educational institution from 1 to 15 September | PMPK direction |
| Coverage (based on 1 bet) | several general development groups | one correction group |
| The contingent of children is predominantly | with non-severe speech disorders (FNR, FFNR), but due to a number of factors (remoteness from the place of residence of a preschool educational institution with speech groups, lack of places in speech groups, etc.), children with complex or combined speech defects can be enrolled in a speech center | with complex speech disorders (ONR I, II, III level, complicated forms of FFNR, stuttering) |
| Occupancy | maximum - 35 people, minimum - 20 depending on location (city, countryside) | for children with general speech underdevelopment (ONR) - 10 people; for children with phonetic-phonemic underdevelopment of speech (FFNR) - 12 people; for stuttering children - 12 people |
| Age | 5-7 years | 3-7 years |
| Forms of work | individual, individual-subgroup | group (frontal), subgroup, individual |
| Lesson duration | 10-15 minutes | frontal - 25-30 minutes, individual-subgroup - 15-20 minutes. |
| Visit frequency | 3-5 times a week | 1-2 times a day, depending on the severity of the violation speech development, variability of forms of classes |
| The main tasks of the correction process | overcoming phonetic and phonemic shortcomings of speech; prevention of reading and writing disorders | Cor-tion of violations of oral speech: the formation of rights. pronunciation, learning vocabulary. and grammar. means of language, development of skills of St. speech; warning of violations of reading and writing; cognitive activation. activities of children; correction of shortcomings of emotional personality. and social development; logo propaganda. knowledge among teachers, parents (legal representatives) |
| Length of stay | depends on the severity of the speech defect and ranges from 1.5 months to 1 year | depends on the severity of the speech defect and the time of admission, ranges from 1 year to 4 years |
| Bandwidth | 20-35 pupils per year | depends on the period of correctional and developmental training |
| Release | carried out by a speech therapist or PMPk preschool educational institution | carried out by PMPK |
| Relationship | mainly parents (persons replacing them), educators | educators, teachers, specialists, medical workers, parents (persons replacing them) |
| Tariff surcharges | ------------------- | teaching staff by 20%; doctors, junior medical staff by 15% |
Preschool speech therapy center
♦ Preschool speech therapy center is the "youngest" form of organization of corrective speech assistance to children with speech impediments. Unfortunately, according to this model of organizing speech therapy assistance, there is still not a single regulatory document at the federal level. Publications in a number of publications, especially in the scientific and methodological journal "Speech Therapist", help to more effectively address the issues of prevention and correction of speech deficiencies. Nevertheless, speech therapists sometimes have problems that require an extraordinary approach, both to the organization and to the selection of the content of correctional speech work.
♦ When analyzing the currently available provisions on preschool speech therapy centers in individual cities and regions of the Russian Federation, many discrepancies and inconsistencies are found regarding the specifics speech therapy work with preschool children. These discrepancies and inconsistencies relate to:
♦ - a list of types and forms of speech defects with which children are enrolled;
♦ enrollment mechanism;
♦ - the number of children studying at the speech center at the same time;
♦ - a list of documentation of a speech therapist.
Inconsistencies in a number of provisions are mainly due to the fact that they are based on the letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center of a general educational institution”. The wording of the title of the letter makes it possible to assume that it also refers to the activities of the speech therapy center of the preschool educational institution, since kindergartens are also general educational institutions. But this letter completely and completely determines the procedure for organizing the activities of only the school speech center, which follows from the content of the letter and its annexes.
A speech therapy center at a preschool educational institution (institutions) may be open by decision the administration of preschool educational institutions and in coordination with local education authorities based on the data of the examination of children and the identification of those who need speech therapy assistance.
The work of the speech therapy center is based on "bush" principle, in accordance with which a speech therapist can be served by one (basic) or basic and several nearby (attached to it) preschool educational institutions, as well as children brought up in a family and living near the speech therapy center.
Compulsory condition for opening speech therapy center at a preschool educational institution is the presence in the basic (or in the basic and attached to it) institution of at least 10 groups of children aged 3 to 6-7 years.
Speech therapy center can be organized with a DOW of the form:
General developmental
Combined
compensatory
Organization of a speech therapy center with general developing preschool educational institutions is possible only if there is a specially allocated room in the base institution - a speech therapy room with an area of at least 15 m 2 that meets pedagogical and sanitary and hygienic requirements, rules fire safety and adapted for conducting individual and subgroup classes with children, consultations for parents. The speech therapy center must be equipped with the necessary equipment, toys and aids in the manner established for compensating groups of preschool educational institutions
If a speech therapy center is organized with a preschool educational institution of a combined or compensating type, the previously created and equipped speech therapist's office can serve as a room for it, but only if there is a separate entrance to it, isolated from the group rooms, and only during those hours when the speech therapist of the compensating group does not conduct classes with children there.
working time, size wages, the duration of annual leave and other working conditions of a speech therapist are determined by the standards corresponding to the compensatory groups of preschool educational institutions. a speech therapist in working conditions at a preschool speech therapy center is 20 hours, of which 15-16 hours are devoted to direct correctional and speech work with children, and 4-5 hours to organizational, methodological and advisory work with the pedagogical staff of the preschool educational institution and parents.
Enrollment of children the speech therapist himself conducts remedial classes based on the results of a survey of children of all age groups of the basic (basic and attached to it) preschool educational institution at the beginning and end of the school year. When enrolling children, it is necessary to take into account the nature, severity of speech disorders, the age of children, primarily providing corrective assistance to older preschoolers with those speech development disorders that will prevent their successful inclusion in the process of systematic schooling, as well as children of primary and secondary preschool age from complex speech disorders (general underdevelopment of speech, stuttering, its phonetic and phonemic underdevelopment). In the same order, children who do not attend preschool educational institutions and are brought up in a family are accepted for speech therapy classes.
Amount of children simultaneously engaged in a speech therapy center should not exceed 20-25 people. To optimize speech therapy work, it is recommended to combine children of the same age group with speech disorders similar in nature and severity into subgroups (up to 5-7 children) or mobile microgroups (2-3 children). Taking into account the requirements for the organization of the daily routine and training sessions, the maximum volume of the weekly educational load should not exceed the norms allowed by SanPiN (clause 12.10).
Duration subgroup correctional speech classes is with children of the 6th year of life - 25 minutes, of the 7th year of life - 30 minutes, individual - 10-20 minutes.
The frequency of their conduct is determined by the nature and severity of speech disorders, age and individual psychophysical characteristics of children. (2-3 times a week). Classes with children are held in the daytime, and once a week - in the evening, so that parents can attend them and get the necessary recommendations, advice, and advice.
Terms of speech therapy work are also directly dependent on the degree of severity of speech disorders in children, their individual and personal characteristics, the conditions of education in a preschool educational institution and family. They can vary from 2-3 months to 1.5-2 years or more. As correctional work is completed and speech is normalized in children of older preschool age, children of younger age groups are enrolled in the vacated places. At the end of classes with a child or when he is released from a preschool educational institution, a speech therapist, if necessary, gives recommendations to parents on organizing the conditions for his further education (for example, continuing corrective speech classes with a speech therapist in primary school, training in a special (speech) school, etc.).
Practice shows that it takes from 1.5 to 6 months to normalize the speech of children with phonetic underdevelopment, while work with preschoolers with phonetic and phonemic underdevelopment of speech usually lasts for a whole school year or more. Children with severe, persistent disorders in speech development (general underdevelopment of speech, stuttering) can attend speech therapy classes up to 1.5-2 years or more.
The decision to stop systematic classes with a child, a speech therapist accepts, guided by the degree of approximation of the level of his speech development to age norms, the degree of success in mastering preschool educational program and only when I am sure that the close adults of the child - teachers and parents - have achieved a certain degree of independence in providing him with the necessary assistance and have a fairly wide repertoire of methods for developing children's speech and preventing its shortcomings.
All children who have completed the course of classes should remain in the field of attention of the speech therapist so that he can, if necessary, provide them with advice. Other children who need speech therapy help are enrolled in the vacated places.
Responsibility for the procedure for enrolling children in classes, the course and results of correctional and speech influence are the speech therapist and the administration of the basic and attached to it preschool educational institutions.
Thus, even enough a brief description of of the organizational and content components of the work of a speech therapist in a speech therapy center at a preschool educational institution (institutions) convinces that the new model of correctional speech support does not replace the already existing forms of special speech therapy work with preschoolers, but effectively and organically complements them, allowing them to provide the necessary and timely assistance to a significant number of children in dire need with varying degrees of severity of speech disorders. In addition, it helps today to give a definite answer to the question, which is extremely relevant for the modern practice of preschool education, of how to provide support for children with various developmental disabilities within the existing system of educational institutions and without additional financial costs, providing broad prospects for designing on its basis. on the basis of models for organizing corrective psychological and pedagogical support for other categories of children with disabilities in sensory, intellectual and motor development.
However, guaranteed quality and high efficiency in their development and implementation will be ensured only if the following basic conditions:
♦ individualized, complex and systematic impact on all aspects of development and the personality of a preschool child with developmental disabilities;
♦ the presence of a qualified defectologist as the main organizer and coordinator of correctional support for children;
♦ Involvement of close adults of the child (preschool teachers, parents) in the correctional and pedagogical process on the rights of its active subjects and organization of succession of the preschool educational institution and the family in the work on the prevention and correction of deviant options in child development.
Directions of correctional and developmental work:
Formation of full-fledged pronunciation skills;
development of phonemic perception, phonemic representations, forms of sound available to age
analysis and synthesis;
development of attention to the morphological composition of words and the change of words and their combinations in a sentence;
enrichment of the dictionary mainly by drawing attention to the methods of word formation, to emotional
evaluative meaning of words;
education of skills to correctly compose a simple and complex common sentence; use different constructions of sentences in independent connected speech;
development of coherent speech in the process of working on retelling, with the formulation of a specific correctional task
on automation in speech of phonemes specified in pronunciation;
Formation of preparation for teaching literacy and mastering the elements of literacy.
– Kindergarten No. 000
Senior Educator GOU Child Development Center - Kindergarten No. 000
Head of the State Educational Institution Child Development Center - Kindergarten No. 000
Speech therapy work in the conditions of a speech center of a preschool educational institution
Our kindergarten is an urban experimental site on the topic "Development of an innovative model for the inclusion of children of early and preschool age in the educational space." The scientific supervisor of the experiment is Doctor of Psychology, Professor of Special Pedagogy and Special Psychology.
Parents often ask the question: “What is a speech therapy center?”. At present, many preschool institutions operate logo stations, and there is such a logo station in our kindergarten . The position of a speech therapist is being introduced into the staff list of state educational institutions in order to create equal starting opportunities at the beginning of children's education at school, in connection with the recent decrease in the level of speech development of preschool children, based on the decision of the collegium of the Moscow Committee of Education dated 01.01.2001 city No. 6/2. The work of a speech therapist teacher is built taking into account the internal schedule of a preschool educational institution. The work schedule and class schedule is approved by the head of the preschool educational institution. The list of children for the provision of speech therapy assistance to children is compiled in May, approved by the head of the kindergarten, head of the children's city clinic and speech therapist.
The purpose of the speech center in a preschool educational institution is to provide the necessary speech therapy assistance to children aged 4 years 6 months to 7 years. At the beginning of the school year, the work of a teacher-speech therapist begins with an examination of the state of speech of older children, the rest of the children who have reached the age of 3 are examined during the year. The total number of children for speech therapy work during the year at the rate of a speech therapist teacher in kindergarten is 25 people. The list of children is approved by the psychological and medical-pedagogical commission.
First of all, the list includes children of the age of six who are released to school. In the presence of free places and after the release of places as a result of speech therapy work with children of preparatory age, children of five years of age are accepted.
The work of a speech therapist teacher in a general education institution differs in its structure and functional duties from the work of a speech therapist teacher in a speech therapy kindergarten. So, speech therapy classes are not included in the group's class schedule, but go in parallel with the pedagogical process. The duration of classes does not exceed the time provided for by the physiological characteristics of the age of children, in accordance with the Sanitary and Epidemiological Requirements for the device, content and organization of the work regime in preschool organizations (2.4.1.2660-10).
The main forms of organizing work with children with speech disorders are individual lessons, as well as small subgroups (2 children).
Speech therapy work at a speech center has both positive (greater coverage of children with speech disorders) and negative sides (it is very difficult for children with complex speech disorders to provide full-fledged assistance at such points), since children with speech disorders receive speech therapy assistance in portions, and not daily like children of a speech therapy kindergarten. Therefore, for parents of children with complex disorders (general underdevelopment of speech, phonetic-phonemic speech disorders, dysarthria disorders), a speech therapist gives recommendations on transferring the child to an institution in which compensatory groups function, in order to maximize the effect in the work on correcting speech disorders, to eliminate the occurrence of persistent specific difficulties in mastering the skills of writing and reading. Entering school, these children constitute a risk group, which determines their further stage of education, social adaptation and personality changes on the path of development "child - teenager - adult". A child's awareness of his own characteristics can be the result of his insecurity, interfere with learning, fully reveal his own abilities and intellectual capabilities.
The main tasks that the teacher-speech therapist solves in his work at the logopoint are:
v formation and development of phonemic hearing in children with speech disorders;
v correction of violations of sound pronunciation;
v timely prevention and overcoming of difficulties of speech development;
v teaching children the skills of communicative communication;
v educational and advisory work of teachers of the state educational institution on the formation of the speech development of children.
At present, there is no correctional program for logopoints, so the work is based on classical methods (,) and knowledge of modern technologies(,). Diagnosis, correction and prevention should be considered not only in relation to the speech defects of the child, but also the related deficiencies in the development of mental functions.
For the full development of the child, his speech competence, a consistent system is needed in the work of all specialists in the pedagogical process and parents. In this regard, one of the main tasks of the preschool speech center is the organization of interaction in order to create effective conditions for the proper development of children's speech.
To improve the speech situation in groups, I use in my work with educators such forms as individual conversations, consultations, workshops, seminars, questionnaires, discussion of problems at teachers' councils; I provide practical assistance in planning work on the development of children's speech, compose visual materials, memos, advice on the selection of speech material for the holidays. For example, a child is selected a poem with the least use of incorrectly pronounced sounds, and sounds that are at the stage of automation.
Since speech is the highest mental function of a person, other mental functions (attention, memory, thinking) also suffer from its underdevelopment. At this stage of work, cooperation with a teacher-psychologist, who helps to achieve the task, is of great importance. Thus, educators receive recommendations from two specialists with the same goal.
Both parents and educators of early age groups in our kindergarten do not go unnoticed and receive practical and theoretical assistance in preventing speech disorders in children. I draw up tips and recommendations of a speech therapist teacher in the form of booklets, memos, where I place a selection of sets of exercises and games that contribute to timely speech development.
Practice shows that for the full speech development of preschoolers, close interaction with the parents of children attending kindergarten is necessary. The work of parents to overcome speech disorders in children is indispensable. They take part in corrective pedagogical process, following the advice and recommendations of the teacher - speech therapist, understanding their significance. In our kindergarten, work with parents is carried out in various forms: individual conversations, questionnaires, counseling, parent meetings, design of information speech therapy corners, publication of booklets with recommendations, memos and informational "Speech Therapist's Pages", speeches at parent meetings, practical joint classes for children and parents.
For example, for both parents and teachers, in my work I use memos that help educators in their work and inform parents about the patterns of development of children's speech.
REMINDER FOR ADULTS
“A child learns his native language by imitating,
listening, watching and touching
v Remember, the speech of an adult is a model for a child.
The baby hears many words for the first time, and as he perceives them, he will pronounce them. When talking with a baby, make sure your speech is correct, speak to him slowly, clearly pronounce all sounds and words calmly,
friendly tone.
When communicating with a child, especially at an early and younger preschool age, one should not “fake” a child’s speech, pronounce words distortedly, use truncated words or sound pronunciation instead of generally accepted words, or lisp. As a result of incorrect speech of an adult, the baby will skip sounds, “swallow” the endings.
v Do not force the child to pronounce speech material that is difficult for him. This can lead to stuttering.
Do not load your baby with complex and incomprehensible words for him, do not memorize poems that are complex in form, content and volume, do not teach you to pronounce sounds correctly, which, due to the unpreparedness of the apparatus, are not yet available to him.
v Remember that your child is one and only, love him for who he is. Don't take his problems lightly.
You should not mimic the child, laugh at the way he speaks. From such a reaction of an adult, the child will close. You can not scold the baby for bad speech and demand that he immediately and correctly repeat the word after the adult.
During the statement, do not interrupt the child, you need to give him the opportunity to express his thoughts, and then, remembering the inaccuracies in his speech, point out the mistakes (give the correct sample) tactfully, in a friendly tone.
v Encourage your child to ask questions.
Do not shy away from the questions asked by the child, be attentive to him. Do not push him away with your harsh answer or silence, otherwise he will close up and ask no more questions. Children's questions tell you that the child is open to communication.
Adults should be prepared for the fact that they will have to answer the same question repeatedly. Be patient, explaining the same thing, persistently moving towards the intended goal. Help the child so that your prompts encourage him to make his own decision.
If you cannot answer now, promise that you will do it another time.
v Show the child "The World Around".
Talk to your baby when you are near him about everything that surrounds him. Communicating with a child, you bring clarity to his impressions, clarify the meaning of words.
A child most successfully learns a language at the moment when you listen to him, communicate with him, talk.
Read books to your baby regularly, look at the pictures. Fill his life with new experiences! And he will only please you with his development.
v Play with your child, speech develops in the game.
Give your child ample opportunities to use each of the five senses: he must see, hear, touch, taste and feel various elements of the world around him.
Bibliography:
1. Regulations on the organization of the work of a speech therapist teacher in a kindergarten that does not have specialized groups in its structure (explanatory note). Approved at a meeting of defectologists in Moscow on the basis of a decision of the Moscow Committee of Education dated 01.01.2001
2. Order of the Ministry of Education and Science of the Russian Federation “On approval of the regulation on the psychological, medical and pedagogical commission” dated 01.01.2001 No. 95.
Work program "Correction of speech disorders at the preschool speech center"
Designed for pupils of the 6th and 7th year of life.
The implementation period is 2 years.
Program content
1. Explanatory note
3. Integration educational areas in speech therapy
4. The content of speech therapy work
5. Planned results of mastering the work program
6. Applications
7. List of Literature
1. Explanatory note
Preschool educational institutions are the first stage of continuous education and are included in the system of public preschool education. They play a leading role in the upbringing and development of children, in preparing them for school.
At present, in our preschool educational institution, the content of the educational process is built in accordance with the main educational program for preschool education developed on the basis of an exemplary general educational program for preschool education “From Birth to School”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. This program involves the use of speech therapy support in the direction of "Cognitive - speech development" in the educational field "Communication".
Children with speech disorders are considered as a group of pedagogical risk, because their physiological and mental characteristics make it difficult for them to successfully master the educational material at school. Ready for schooling largely depends on the timely overcoming of speech disorders. Children with speech disorders need a special organization of corrective and speech therapy assistance, the content, forms and methods of which should be adequate to the capabilities and individual characteristics of children.
In order to provide diagnostic and correctional support for pupils, a speech center functions in the kindergarten.
In connection with the appearance in general education kindergartens of a large number of children with speech disorders, including children with severe speech disorders, such as general underdevelopment of speech, it became necessary to introduce specialized programs for the correction of these disorders at the speech therapy center at the MDOU:
- "The program of preparation for school of children with general underdevelopment of speech" (T.B. Filicheva, G.V. Chirkina);
- "The program of corrective education and upbringing of children with OHP of the 6th year of life" (T.B. Filicheva, G.V. Chirkina);
- "The program of training and education of children with phonetic and phonemic underdevelopment" (T.B. Filicheva, G.V. Chirkina);
- "The program of classes on the development of phonemic hearing and perception, sound analysis and synthesis in preschool children" (T.B. Filicheva, G.V. Chirkina);
- "The system of correctional work in a speech therapy group for children with ONR" (N.V. Nishcheva);
- "Elimination of OHP in preschool children" (T.B. Filicheva, G.V. Chirkina)
- Learn to speak correctly. Correction system for general underdevelopment of speech in children of 6 years old. ”(T.A. Tkachenko)
The goal of the program is to form a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate hearing pronunciation skills in various situations, and develop coherent speech.
In the process of remedial training for children of speech pathologists, the following tasks are solved:
- early detection and timely prevention of speech disorders;
- elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllabic structure) and the development of phonemic hearing (the ability to perform operations of distinguishing and recognizing phonemes that make up the sound shell of a word);
- development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word);
- clarification, expansion and enrichment of the lexical side of speech; formation of the grammatical structure of speech; development of coherent speech of preschoolers;
- implementation of continuity in work with the parents of pupils, employees of the preschool educational institution and specialists of the children's clinic, medical institutions;
- care for the health, emotional well-being and timely comprehensive development of each child;
- variability in the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;
- respect for the results of children's creativity;
- the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family.
The solution of the goals and objectives of education outlined in the Program is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution.
Achieving the goal and solving problems is carried out taking into account the following principles:
- the principle of a proactive approach, dictating the need for early detection of children with functional and organic developmental disabilities, on the one hand, and the development of an adequate speech therapy impact, on the other;
- the principle of a developmental approach (based on the idea of L. S. Vygotsky about the "zone of proximal development"), which consists in the fact that training should lead the development of the child;
- the principle of a multifunctional approach, which provides for the simultaneous solution of several correctional tasks in the structure of one lesson;
- the principle of consciousness and activity of children, which means that the teacher should provide in his work methods for activating the cognitive abilities of children. Before the child it is necessary to set cognitive tasks, in the solution of which he relies on his own experience. This principle contributes to a more intensive mental development of preschoolers and provides for the child's understanding of the material and its successful application in practical activities in the future;
- the principle of accessibility and individualization, which provides for taking into account age-related, physiological characteristics and the nature of the pathological process. The action of this principle is based on the continuity of motor, speech tasks;
- the principle of gradual increase in requirements, involving a gradual transition from simpler to more difficult tasks in the process of mastering and consolidating emerging skills;
- the principle of visualization, which ensures close interconnection and wide interaction of all analyzer systems of the body in order to enrich the auditory, visual and motor images of children.
Characteristics of the contingent of pupils
The structure of speech disorders in preschoolers is heterogeneous. Children with the following speech conclusions are enrolled in speech therapy classes:
- phonetic-phonemic underdevelopment of speech;
- phonetic underdevelopment of speech;
- general underdevelopment of speech - 3, 4 level of speech development.
If a pupil has a complex speech pathology (OHP, stuttering), a speech therapist is obliged to recommend that parents visit a consultation with a district speech therapist in a children's clinic, a psychoneurologist, and then follow the recommendations of specialists. In the event that the parents of a child with a complex speech pathology refuse to comply with the recommendations, the speech therapist is not responsible for eliminating the defect.
Characteristics of children with phonetic-phonemic underdevelopment of speech (FFNR)
Phonetic and phonemic underdevelopment of speech is a violation of the process of formation of the pronunciation system of the native language in children with various speech disorders due to defects in perception and pronunciation of phonemes.
The defining feature of phonemic underdevelopment is a reduced ability to analyze and synthesize speech sounds, providing the perception of the phonemic composition of the language. In the speech of a child with phonetic and phonemic underdevelopment, difficulties are noted in the process of forming sounds that are distinguished by subtle articulatory or acoustic features.
The unformed pronunciation of sounds is extremely variable and can be expressed in a child’s speech in various ways:
replacing sounds with simpler ones in articulation;
difficulty distinguishing sounds;
features of the use of correctly pronounced sounds in a speech context.
The leading defect in FFNR is the lack of formation of the processes of perception of speech sounds, which entails difficulties for children in the practical understanding of the basic elements of language and speech. In addition to all the above features of pronunciation and the distinction of sounds, with phonemic underdevelopment in children, the prosodic components of speech are often violated: tempo, timbre, melody.
Manifestations of speech underdevelopment in this category of children are expressed in most cases not sharply. There is a poverty of the dictionary and a slight delay in the formation of the grammatical structure of speech. With an in-depth examination of children's speech, individual errors can be noted in case endings, in the use of complex prepositions, in matching adjectives and ordinal numbers with nouns, etc.
Characteristics of children with phonetic speech underdevelopment (FNR)
Phonetic underdevelopment of speech is a violation in its sound (phonemic) design during the normal functioning of all other utterance operations.
Violation of the sound design of speech is due to incorrectly formed articulatory positions. Most often, the wrong sound in its acoustic effect is close to the right one. The reason for the distorted pronunciation of sounds is usually insufficient formation or impaired articulatory motility.
Distinguish the following violations of sounds:
- distorted sound pronunciation;
- lack of sound in speech;
- replacement of one sound with another, close in its articulation pattern.
Characteristics of children with general speech underdevelopment (OHP)
General underdevelopment of speech in children with normal hearing and initially intact intellect is a speech anomaly in which the formation of all components of the speech system suffers: sound pronunciation, sound analysis skills, vocabulary, grammatical structure, coherent speech. The main contingent of older preschoolers has the third level of speech development.
The third level of speech development is characterized by the appearance of extended everyday speech without gross lexico-grammatical and phonetic deviations. Against this background, there is an inaccurate knowledge and use of many words and an insufficiently complete formation of a number of grammatical forms and categories of the language. In the active dictionary, nouns and verbs predominate, there are not enough words denoting qualities, signs, actions, states of objects, word formation suffers, and the selection of words with the same root is difficult. The grammatical structure is characterized by errors in the use of prepositions: in, on, under, to, from under, because of, between, etc., in coordinating various parts of speech, constructing sentences. The sound pronunciation of children does not correspond to the age norm: they do not distinguish similar sounds by ear and in pronunciation, distort the syllabic structure and sound content of words. A coherent speech statement of children is distinguished by the lack of clarity, consistency of presentation, it reflects the external side of phenomena and does not take into account their essential features, cause-and-effect relationships.
Children with OHP differ from their normally developing peers in the features of mental processes. They are characterized by instability of attention, a decrease in verbal memory and memorization productivity, a lag in the development of verbal and logical thinking. They are characterized by rapid fatigue, distractibility, increased exhaustion, which leads to the appearance of various kinds of errors. Many children with ONR have motor disorders of the articulatory apparatus: changes in muscle tone in the speech muscles, difficulties in fine articulatory differentiations, limited opportunity voluntary movements. Violation of fine motor skills of the hands is closely related to speech disorders: insufficient coordination of the fingers, slowness and awkwardness of movements, stuck in one position.
These deviations in the development of children suffering from speech anomalies are not spontaneously overcome. They require specially organized work to correct them.
2. Organization educational activities
The effectiveness of speech therapy work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process: a speech therapist, parents and teachers.
The organization of the activities of a speech therapist, educators and other specialists during the year is determined by the tasks of the work program. Speech therapy examination is carried out from 1 to 15 September, from 15 to 31 May. (Appendix 1) Speech therapy frontal (subgroup) and individual classes are held from September 15th.
Number of classes: 2 times a week (individual and frontal). The distribution of speech development classes conducted during the week meets the requirements for the maximum educational load on a child in a preschool educational institution, defined by SanPiN No. 2.4.1.-1249-03. According to the standards “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational institutions. SanPin 2.4.1.1249-03, approved by the Chief State Doctor of the Russian Federation, as well as experience in the functioning of preschool speech therapy centers, shows that it is necessary to reduce the number of frontal and subgroup classes, and increase the time for individual work. Taking into account the requirements for the organization of the daily routine and training sessions, the maximum allowable volume of the weekly educational load should not exceed the norms allowed by the SanPins (clause 2.12.7). In accordance with the SanPins, the duration of classes for the 6th year of life is 25 minutes, with children of the 7th year of life 30 minutes.
This program was developed for implementation in the conditions of a speech therapy center of a kindergarten of a general developmental type, that is, the schedule of directly educational activities does not provide for special time for the frontal activities of a speech therapist teacher. Speech therapy individual classes are held from September 16 to May 15, both during hours free from direct educational activities, and during its implementation. A speech therapist teacher takes children to his classes at any time, except for physical education and music classes.
Classes with pupils are held both individually and in a microgroup (2-3 people). The main form of speech therapy correction is individual lessons. The frequency of microgroup and individual lessons is determined by the teacher-speech therapist, depending on the severity of the violation of speech development. Microgroup classes are held with pupils who have: general underdevelopment of speech; the same type of violation of sound pronunciation.
The release of children is carried out throughout the school year as their speech defects are eliminated.
The program is compiled taking into account the main forms of organization of remedial classes:
individual - the main goal is the selection of complex exercises aimed at eliminating specific disorders the sound side of speech in dyslalia, dysarthria. At the same time, the speech therapist has the opportunity to establish emotional contact with the child, draw his attention to monitoring the quality of the sounding speech of the speech therapist and the child, choose an individual approach taking into account personal characteristics (speech negativism, fixation on a defect, neurotic reactions, etc.);
Tasks and content of individual lessons:
development of articulatory praxis;
phonation exercises;
clarification of the articulation of correctly pronounced sounds in various sound-syllabic combinations;
evoking and staging missing sounds or correcting distorted sounds;
the initial stage of their automation in light phonetic conditions.
microgroup - the main goal is to develop teamwork skills, the ability to listen and hear a speech therapist, to perform exercises at a given pace to develop the strength of the voice, change the modulation (in chorus, selectively); adequately assess the quality of children's speech production. A speech therapist can organize a simple dialogue to practice pronunciation skills; to exercise children in distinguishing phonemes similar in sound in their own and someone else's speech. For speech therapy work during microgroup classes, 2-3 children are united on the basis of the same type of sound pronunciation disorder. The composition of children in microgroups changes periodically during the year. This is due to dynamic changes in the speech correction of each child. The composition of microgroups is an open system, it changes at the discretion of the speech therapist, depending on the dynamics of achievements in pronunciation correction.
Tasks and content of microgroup classes:
strengthening the pronunciation skills of the studied sounds;
developing the skills of perception and reproduction of complex syllabic structures consisting of correctly pronounced sounds;
education of readiness for sound analysis and synthesis of words consisting of correctly pronounced sounds;
expansion of vocabulary in the process of fixing previously set sounds;
consolidation of age-appropriate grammatical categories, taking into account the sounds corrected in individual lessons.
The predominant form of remedial work is individual lessons, so there is no thematic long-term planning group work with kids. Planning the content of speech therapy classes is carried out daily: the main directions in which it is planned to work in the lesson, the names of didactic games, articulation exercises are described. Such planning allows you to more clearly track the stages at which work on the project was completed. previous lessons and, therefore, more efficient to carry out the correction.
The order of studying sounds, the sequence of lexical topics, the number of classes may vary at the discretion of the speech therapist.
Planning classes with children diagnosed with FN, FN, OHP-III eq.
6th year of life, divided into 3 periods of study
I period - October - November. 9 weeks, 18 lessons - 2 lessons per week,
7 o'clock 30 minutes.
II period - December - February 12 weeks, 24 lessons - 2 lessons per week,
10 o'clock
III period - March - May 12 weeks, 24th lesson - 2 lessons per week, 10 hours.
- sound pronunciation + connected speech
Total 66 lessons per year, 27 hours 30 minutes.
From May 15 - repetition of the material covered
Planning classes with children diagnosed with FN, FFN, OHP-III-IV ur.r.
7 years of life divided into 2 periods of study
I period - October - December. 13 weeks, 26 lessons - 2 lessons per week,
13 o'clock
II period - January-May. 21 weeks 42 lessons - 2 lessons per week, 21 hours.
- sound pronunciation, preparation for literacy + coherent speech
Total 68 classes per year 34 hours.
From May 15 - a repetition of the material covered.
Duration of classes with children: FN - from 3 to 6 months;
FFN and FN (polymorphic dyslalia) - 1 year
ONR-III lvl. - 1-2 years.
Individual sessions.
The frequency of individual lessons is determined by the nature and severity of the speech disorder, the age and individual psychophysical characteristics of the children, the duration of individual lessons is 10 minutes.
FN - 2 times a week;
FFN - 2 times a week;
OHP-III ur.r - 2-3 times a week.
Interaction with preschool teachers and parents
This program can be successfully implemented if parents (or persons replacing them) are included in the correctional and developmental activities, as well as teachers and kindergarten specialists (music director, head of physical culture, teacher-psychologist). Work on the speech development of children is carried out not only by a speech therapist, but also in the unregulated activities of educators: on walks, in the evening and morning hours, as well as during direct educational activities. Parents of the child and teachers of the kindergarten constantly reinforce the skills and abilities formed in the child.
When organizing educational activities, there are priorities in the work of adult participants in the educational process:
Psychologist:
- psychodiagnostics;
- identification of compensatory possibilities;
- training exercises.
Speech therapist:
- diagnostics, setting and automation of sounds;
- frontal correctional classes;
- individual remedial classes;
- excursions, observations;
- commenting on their activities (speaking out loud the next action);
- games and exercises for the development of general, fine motor skills;
- exercises for the formation of correct physiological breathing and phonation exhalation;
- outdoor games with speech accompaniment to consolidate the skills of correct pronunciation of sounds;
- games for the development of spatial orientation;
- exercises for the development of auditory perception, motor memory;
- games, exercises on the perception of color and shape.
- speech and language development.
Parents:
- games and exercises for the development of articulatory motor skills of the child;
- control over homework;
- control over the correct pronunciation of the child;
- implementation of the recommendations of all specialists;
- consolidation of skills and expansion of knowledge.
Musical director:
- elements of logorhythmics;
- staging diaphragmatic speech breathing;
- development of coordination of movements;
- music therapy;
- development of general and fine motor skills.
Educator:
- automation of sounds;
- development of phonemic hearing;
- expansion of the dictionary;
- development of coherent speech.
Physical education instructor:
- development of large and fine motor skills in games and exercises;
- integration of speech and motor function;
- development of the main types of movement.
Interaction of a teacher-speech therapist with participants in the correctional and pedagogical process
Physical Education Instructor
supervisor
Organization of a subject-spatial developing environment
1. Mirror with a lamp for additional lighting.
2. Table, 2 chairs for practicing by the mirror.
3. A set of probes for setting sounds.
4. Disposable spatulas, cotton wool, cotton buds, gauze pads.
5. Alcohol, sterilizer.
6. Breathing simulators, toys, aids for the development of breathing.
7. Card file of materials for automation and differentiation of sounds (syllables, words, phrases, sentences, nursery rhymes, tongue twisters, tongue twisters, texts)
8. Logopedic album for examination of speech.
9. Story pictures, series of story pictures.
10. "Algorithms" for compiling descriptive stories.
11. Subject and plot pictures for automation and differentiation of sounds.
12. Board-printed games for automation and differentiation of sounds.
13. Subject pictures on lexical topics.
14. Games for improving the grammatical structure of speech.
15. Didactic games to improve memory, attention, visual and auditory perception.
16. Noise, musical instruments for the development of phonetic perception.
17. Benefits for the development of all types of motor skills (articulatory, fine, general).
3. Integration of educational areas in speech therapy work
Educational area Objectives Type of activity
Physical culture To develop coordination and accuracy of actions. - finger gymnastics
- speech with movement
- physical education minutes
Health To form the correct posture when landing at the table. To expand knowledge about the structure of the articulatory apparatus and its functioning. - conversation
Communication Foster active voluntary attention to speech, improve the ability to listen to addressed speech, understand its content, hear errors in one’s own and other people’s speech. Improve the ability to "speak" the game situation and, on this basis, develop the communicative function of speech. - game situations
- mini dramatizations
Reading fiction to children Develop interest in fiction, the skill of listening to works of art, to form an emotional attitude to what is read, to the actions of the characters; learn to express their attitude to what they read.
To teach expressively to read poetry, to participate in dramatizations - automation of set sounds in poetic texts, stories
Cognition To teach to perceive objects, their properties, compare objects, select a group of objects according to a given attribute. Develop auditory attention and memory when perceiving non-speech sounds. To learn to distinguish the sound of several toys or children's musical instruments, substitute items; loud and soft, high and low sounds. Continue to develop thinking in exercises for grouping and classifying objects. To form the tracing function of the eye and finger. Develop visual attention and memory in working with split pictures and puzzles. To improve and develop constructive praxis and fine motor skills in working with split pictures, puzzles, didactic toys, games, in finger gymnastics. - writing descriptive stories
- automation of delivered sounds in words
- didactic games for the development of auditory and visual perception
- games with mosaics, puzzles, with small objects
- finger gymnastics
Music To develop the ability to hear a rhythmic pattern. Learn to convey a rhythmic pattern. - didactic games and exercises
Artistic creativity Develop graphomotor skills. - hatching
Socialization Develop communication skills in the game. To improve the skills of playing board-printed didactic games, to learn to establish and follow the rules in the game. Develop the ability to stage poetry, play scenes. - desktop-printed didactic games
- theatrical games
- automation of delivered sounds in poems, stories, spontaneous speech
Labor Expand children's understanding of the work of adults, instill interest in the work of adults. Instill a desire to maintain order in your workplace. - conversation
- automation of delivered sounds in connected speech
- orders
Safety Teach safety precautions. To fix the rules of behavior on the street, with homeless animals, with household appliances. - games with small objects
- automation of sounds in coherent speech (retelling or compiling stories)
- conversation
4.Content of corrective work
Since children with various speech disorders (phonetic, phonetic-phonemic underdevelopment of speech, general underdevelopment of speech) are enrolled at the logopoint, it is important that individual correctional work includes precisely those areas that correspond to the structure of the speech disorder.
Oral speech disorders Areas of correctional work
Phonetic underdevelopment of speech - Correction of sound pronunciation
Phonetic-phonemic underdevelopment of speech - Development of phonemic perception
General underdevelopment of speech - Dictionary replenishment
-Improvement of the grammatical structure
- Improving coherent speech
- Development of phonemic perception
-Improvement of the syllabic structure of words
- Correction of sound pronunciation
With phonetic underdevelopment of speech, phonetic-phonemic underdevelopment of speech and general underdevelopment of speech, sound pronunciation correction includes the following steps:
I. Preparatory - 4-12 lessons;
II. The stage of formation of primary pronunciation skills and abilities - 20-50 lessons;
III. The stage of formation of communicative skills and abilities - 2-4 lessons.
Work at the preparatory stage is aimed at:
- the development of clear coordinated movements of the organs of the articulatory apparatus, the preparation of the organs of articulation for the production of certain sounds.
At this stage, in addition to articulation gymnastics, preparatory exercises are used:
for all sounds: “Window”, “Fence”,;
- development of speech breathing and a strong long-term air jet:
“What is hidden?”, “Football”, “Ship”, “Storm in a glass”, “Propeller”.
The stage of formation of primary pronunciation skills and abilities:
1. Statement of disturbed sounds, using various methods of imitation, mechanical, mixed.
The staging of sounds occurs in such a sequence, which is determined by the natural (physiological) course of the formation of sound pronunciation in children in the norm:
whistling C, 3, C, C", 3"
hissing Sh, Zh, Ch, Sh
sonors J, L, R, R"
Changes in the sequence of staging sounds depend on the individual characteristics of the children.
Work on staging sounds is carried out only individually: showing articulation in front of a mirror, showing the profile of a given sound, showing the position of the tongue with the hand, visual demonstration of the sound.
2. Automation of delivered sounds:
1) isolated pronunciation;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
3. Differentiation:
1) isolated sounds;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
The stage of formation of communicative skills and abilities implies the automation of the delivered sounds in spontaneous speech.
With phonetic-phonemic underdevelopment of speech and general underdevelopment of speech, one of the important areas of work is the development of phonemic hearing.
Corrective work, in addition to the above, includes the following steps:
I. Development of auditory perception, attention (carried out simultaneously with the preparatory stage);
II. Development of phonemic hearing (carried out simultaneously with the preparatory stage and the stage of formation of primary pronunciation skills and abilities);
III. Formation of sound-letter and syllabic analysis and synthesis of a word (carried out at the stages of formation of primary pronunciation and communication skills).
At the stage of development of auditory perception, attention is carried out:
1) exercises aimed at differentiating sounds that differ in tonality, pitch, duration: “Guess whose voice”, “Find a couple”, “Catch a whisper”, “Blinds with a voice”, “Guess what sounds”, “Where they called ? and etc..
2) reproduction of a rhythmic pattern by ear: “Clap like me”,
The stage of development of phonemic hearing includes:
1) exercises in recognizing a given sound among other phonemes and isolating it from a word in various positions: “Clap when you hear a sound”, “Determine the place of a sound in a word”;
2) exercises for the differentiation of sounds similar in articulation or acoustic properties: “Raise the desired symbol”, “One, two, three, repeat after me”
The stage of formation of sound-letter and syllabic analysis and synthesis of a word involves:
1) sequential isolation and combination of sounds in words of various syllabic structures: “Sound domino”, “Merry fisherman”, “Houses”, “Who is after whom?”, “Sounds quarreled”, “Catch the sound”, “The sound ran away”;
2) sequential isolation and combination of syllables in words of different syllabic structure: “Tell me a word”, “Confusion”, “Funny train”, “Buttons”,
"Pyramid";
3) designation of vowels and consonants (hard and soft) sounds with chips matching colors: “Select pictures”, “Sound lotto”, “Guess”, “Say the opposite”;
4) drawing up conditional graphic schemes: "Telegrapher".
With a general underdevelopment of speech, in addition to the above, the following areas of work are included:
Replenishment of the dictionary (carried out at the stages of formation of primary pronunciation and communication skills):
1. nominative dictionary;
2. predictive dictionary;
3. Dictionary of features;
4. numerals and pronouns;
5. word formation skills.
Improving the grammatical structure (carried out at the stages of the formation of primary pronunciation and communication skills):
1. inflection;
2. agreement.
Improving coherent speech (carried out at the stages of the formation of primary pronunciation and communication skills):
1. retelling;
2. story based on a series of plot pictures;
3. a story based on a plot picture. (appendix 2)
The basis for conducting speech development classes is the gradually expanding knowledge of children about the surrounding life in accordance with the intended topic (“Kindergarten premises”, “Professions”, “Clothes”, “Dishes”, “Food”, “Toys”, “Autumn ”, “Vegetables”, “Fruits”, etc.) (Appendix 3)
5.Planned results of mastering the work program
- correctly articulate all speech sounds in various phonetic positions and forms of speech;
- differentiate all studied sounds;
- find words with a given sound in a sentence, determine the place of sound in a word;
- distinguish between the concepts of "sound", "hard sound", "soft sound", "deaf sound", "voiced sound", "syllable", "sentence" at a practical level;
- name the sequence of words in a sentence, syllables and sounds in words;
- to produce elementary sound analysis and synthesis;
- to master intonational means of expressiveness of speech in retelling, reading poetry.
- understand addressed speech in accordance with the parameters of the age group;
- phonetically correctly design the sound side of speech;
- correctly convey the syllabic structure of words used in independent speech;
- use simple common sentences in independent speech, master the skills of combining them into a story;
- to possess elementary skills of retelling;
- master the skills of dialogic speech;
- master the skills of word formation: produce nouns from verbs, adjectives from nouns and verbs, diminutive and augmentative forms of nouns, etc.;
- grammatically correct independent speech in accordance with the norms of the language. Case, generic endings of words should be pronounced clearly; simple and almost all complex prepositions - used adequately;
- use words of various lexical and grammatical categories (nouns, verbs, adverbs, adjectives, pronouns, etc.) in spontaneous circulation;
- master the elements of literacy: the skills of reading and typing some letters, syllables, words, short sentences within the program.
6.Applications
Attachment 1
speech card
1. Last name, first name of the child __________________________________________
2.Date of birth________________________________________________
3. Home address______________________________________________
4. Full name parents:
Mother:__________________________________________________________
Father:__________________________________________________________
5. Information about the family _______________________________________________
parents' speech
6. Anamnesis:
From which pregnancy _____________________________________________
Speech development: (when they appeared)
Cooing _______________________ Babble ______________________________
Words _________________________ Phrase _______________________________
Has speech development been interrupted?
Did you have a speech pathologist before?
7. General sound of speech:
Voice___________________________________________
Speech rate ___________________________________________
Melodic-intonation side of speech ________________________________
Breath__________________________________________________________
Degree of speech intelligibility _______________________________________________
8. State of the motor sphere
a) The state of general motor skills
Motor memory (repeat 4 movements for the hands after the speech therapist): ___________ Arbitrary inhibition (march and quickly stop on cotton): ________________________________________________________________ Static coordination of movements (stand one foot behind the other in one line with eyes closed; stand on one leg with eyes closed) :_________________________________________________________ Dynamic coordination (march alternating step and clap): __________
The pace of movements (for a certain time to maintain a given pace in the movements of the hands): ______________________________________________ Sense of rhythm (tap a rhythmic pattern behind the teacher with a pencil): _______________________________________________________________.
b) The state of manual motor skills:
Static coordination of movements ___________________________________
Dynamic coordination of movements _________________________________
9. The structure of the articulatory apparatus
a) Mimic muscles at rest: nasolabial folds are pronounced, smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; there is salivation, no; there is asymmetry of the lips, no; lips close tightly, freely; hyperkinesis is, no
b) Lips: natural thickness, thick, splitting of the upper lip, postoperative scars, labial frenulum, short frenulum of the upper
c) Teeth: even, healthy, located outside the jaw arch, small, rare, crooked, underdeveloped, carious, normal size, diastema
d) Bite: physiological, open anterior, open lateral, unilateral, bilateral
e) The structure of the jaw: progenia, prognathia, norm
f) Hard palate: dome-shaped, excessively narrow, high, flat, low, cleft hard palate, splitting of the alveolar process, submucosal cleft, normal
g) Uvulus: absent, shortened, split, hanging motionless along the midline, deviated to the side, normal
h) Tongue: thick, flaccid, tense, small, long, narrow, parts of the tongue are not expressed, pulled deep into the mouth, outside the oral cavity, normal
i) Hyoid frenulum: short, elastic, stretched, incremented, inelastic, normal
10. Phonetic side of speech
Sound state:
The nature of the manifestation:
a) isolated violations
b) violations in syllables
c) violations in words
d) violations in phrases
Whistling Hissing Sonorous Trembling note
s s "z z" ts w w h sch l l "r r" j k k "g z" x Others
but
b
in
G
Passes - n
Distortions - and
Substitutions - h
11. Phonemic perception and phonemic hearing:
a) highlighting a sound (syllable) from a series of sounds (words): clap when you hear a sound (syllable);
b) repetition of a syllable by ear:
sha - sa_________ sa-sha __________ ta-da ______________ ka-ha __________
ka-ha-ka________ ta-ta-ta_________ pa-ba______________ ba-ba-pa_______
c) highlighting the first sound in words:
Anya ___________ house ___________ cat _____________
d) highlighting the last sound in words:
beetle ___________ glasses ___________ flour ____________
e) selection of pictures for a given sound.
f) Distinguishing paronymic sounds
Duck - fishing rod Roof - rat Mouse - bowl
Cancer - varnish Ears - mustache Scythe - goat Kidney - barrel
12. Syllabic structure of the word, sentence:
a) medicine ____________ elephant ____________ TV _________
school___________ rain______ cup____________
b) the children made a snowman ________________________________
the bird made a nest
13. Dictionary (examination of the active dictionary)
Subject Dictionary
a) name subject pictures:
eyes ___________ ball _______ birdhouse _______
stairs __________ elbows ___________ snail __________
bird ___________ doggy ___________
b) name the action on the subject:
snake ___________ fish _______________
bird ____________ dog ____________
c) name the object by its action:
mode _________ watching ___________ sawing ___________
sniffing ___________ sewing ___________ writing ___________
d) name the object according to its description:
Who is oblique, weak, cowardly? ___________
What shines, shines, warms? ___________
What is the name of the room where books are read and received? _____________
e) the name of the cubs: cats ________ dogs _______ cows __________ goats ___________ horses _____________ chickens ___________ ducks ________ wolves ________ foxes _________ bears __________
f) Generalizing concepts:
Crockery ________________________ furniture _____________________ vegetables _________________________ clothes _____________________ animals _____________________ fruits ____________________________
Understanding past tense verbs husband. and wives. kind:
Zhenya danced Zhenya danced
Valya sang Valya sang
Shura drew Shura drew
Feature Dictionary
Taste: berry ____________ lemon ______________ rowan _____________
Pick up signs for objects: hedgehog _______ cloud _________ tree _______
Selection of antonyms: large ________ cold ________ clean _______ hard _______ dull _________ wet _________ wide _________ light ________ high ________ older _______
14. The grammatical structure of speech
inflection
a) The use of nouns. h. in various cases: im.___ gender.___ date.___ wine.___ creates.___ suggestion.___
b) Formation of forms of the genitive plural of nouns:
"What is there in the forest?" ____________________________________________ “What is there in the garden?” _______________________________________________
"What is there in this room?"
c) Unit conversion. h. plural nouns: goat_______ eye________ chair________ detachment_______ forehead________ ear_______ tree__________ mouth_________ ticket_________ feather_________ window__________ sleeve_______ sparrow____________ doctor___________ swamp__________ lion_______ horn__________ bread__________ watchman_________
d) The use of prepositions: in ___ on ___ from ___ from ___ for ___ under ___ from under ___ from under ___
e) Coordination of numerals with nouns: one notebook ___ two notebooks ___ three notebooks ___ seven notebooks ___ one pencil ___ two pencils ___ three pencils ___ seven pencils ___ one apple ___ two apples ___ three apples ___ seven apples ___
word formation
a) Formation of a diminutive form of a noun: carpet __________ nest __________ head __________ bag _________ bucket _________ bird __________ grass ___________ ear _______ forehead _________ sparrow __________ chair __________ tree ___________
b) Formation of adjectives from nouns: snow ___________ paper ___________ glass ___________ plastic ___________ fur ____________ wool ___________ fluff _____________
c) The formation of compound words: crush a stone _________________ scoop up the earth _________________ mow hay _________________
15. The state of coherent speech
Drawing up proposals for the plot picture _______________________
____________________________________________________
Drawing up a story based on a plot picture _________________________________________________
Drawing up a story based on a series of plot pictures _________________ Retelling of the text __________ Independent story ___________________________________________
______________________
16. Understanding of speech and features of thinking
a) making up part of a whole
b) highlighting an extra item
c) space-time representations:
right hand left hand
top - bottom high - low
far - close middle
parts of the day ___________________________________________________
seasons__________________________________________________
d) perception of colors: red _____________ blue _________________ yellow ______________ green ___________ white ___________ black ______________ brown ___________
e) knowledge geometric shapes: square __________ triangle __________ circle ____________ rectangle ________________
e) counting operations:
direct count __________ reverse count _________ ordinal count _________
g) understanding of the text:
The cat was sleeping on the roof, clenched its paws. A bird sat down near the cat. Don't sit close, birdie, cats are cunning!
Where did the cat sleep?
How did she sleep?
Who sat next to the cat?
What do we say to the bird?
17. Speech therapy conclusion ________
Annex 2
INDIVIDUAL PLAN OF CORRECTIONAL WORK WITH A CHILD FOR THE ACADEMIC YEAR
Work on the correction of sound pronunciation begins in mid-September, after the completion of the survey.
Held daily until June 1, except for winter and spring holidays. In June, instead of individual subgroup corrective pronunciation classes, excursions, entertainment, and games are organized.
All individual-subgroup correctional work is conditionally divided into several stages.
I. Preparatory
Task: Careful and comprehensive preparation of the child for long and painstaking correctional work, namely:
a) arouse interest in speech therapy classes, even the need for them;
b) development of auditory attention, memory, phonemic perception in games and special exercises;
c) the formation and development of articulatory motor skills to the level of minimum sufficiency for staging sounds;
d) in progress systematic training mastering the complex of finger gymnastics;
e) strengthening of physical health (consultations of doctors - narrow specialists, if necessary, medication, massage, oxygen cocktail).
High-quality preparatory work ensures the success of sound production and all corrective work. Therefore, it requires maximum attention of a speech therapist and a large investment of time.
II. Formation of pronunciation skills and abilities
Tasks:
a) elimination of defective sound pronunciation;
b) development of skills and abilities to differentiate sounds similar articulatory and acoustically;
c) the formation of practical skills and abilities to use corrected (phonetically clean, lexically developed, grammatically correct) speech.
Types of corrective work at this stage:
1. Setting sounds in the following sequence:
whistling C, 3, C, C", 3"; hissing W, F, H, W; sonors J, L, R, R"
(the method of setting is mixed).
Preparatory exercises (except articulation gymnastics):
for all sounds: "Window", "Fence";
for whistlers: “Knead the dough”, “Pancake”, “Drive the ball into the goal”, “Pussy”;
for hissing: "Swing", "Cup", "Pipe", "Parachutik";
for L: “The steamboat is buzzing”, “Catch a mouse”;
for R, R": “Malyar”, “Turkeys are chatting”, “Woodpecker”, “Horse”, “Mushroom”, “Accordion”, “Drummer”.
Work on setting sounds is carried out only individually.
2. Automation of each corrected sound in syllables by
the measure of setting can be carried out both individually and in a subgroup:
a) C, 3, W, W, C, 3, "L" are automated first in direct syllables, then in reverse ones, and lastly in syllables with a confluence of consonants;
This sequence is determined by the natural (physiological) course of the formation of sound pronunciation in children in the norm and corresponds to the training program in the preparatory speech therapy group (sequence of frontal exercises).
However, changes are quite acceptable if they are dictated by the individual characteristics of individual children and contribute to their successful promotion.
Voiced consonants 3, Zh, 3" are not automatized in reverse syllables.
b) C, Ch, W, L - vice versa: first in reverse syllables, then in straight lines with a confluence of consonants;
c) R, R" you can start automating from a protor analogue and simultaneously generate vibration.
3. Automation of sounds in words is carried out following the traces of automation in syllables, in the same sequence.
As you master the pronunciation of each syllable, it is immediately introduced and fixed in words with this syllable. To carry out work on the automation of sounds in words, children with similar defects are combined into subgroups. All further corrective work is carried out in subgroups.
4. Automation of sounds in sentences.
Each word worked out in pronunciation is immediately included in separate sentences, then in short stories, nursery rhymes, tongue twisters, rhymes with this word are selected.
5. Differentiation of sounds:
S 3, S S, S-C, S-Sh;
F 3, F-Sh;
Ch-S, Ch-G, Ch-Sch;
Shch-S, Shch-T, Shch-H, Shch-Sh;
R-L, R-R", R-L", R-Y, L-L;
6. Automation of sounds in spontaneous speech (in dialogic speech, in games, entertainment, sensitive moments, excursions, work ...).
III. Improving phonemic perception and the skills of sound analysis and synthesis in parallel with the correction of sound pronunciation.
IV. Systematic exercises for the development of attention, memory, thinking on the material worked out in pronunciation.
V. The development of coherent expressive speech based on correctly pronounced sounds.
Lexical and grammar exercises; normalization of the prosodic side of speech; storytelling training.
Annex 3
Literature for parents:
1. Agranovich Z. E. To help speech therapists and parents. A collection of homework for overcoming the phonemic side of speech in older preschoolers. - St. Petersburg: CHILDHOOD-PRESS, 2007.
2. Baskakina I. V., Lynskaya M. I. Logopedic games. - M.: IRIS-PRESS, 2008.
3. Bliskovskaya Yu., Grozovsky M., Vorlamova N. Azbuka. - M.: Rosmen, 2009.
4. Bortnikova E. Wonder-educator. - Yekaterinburg: Litur, 2006.
5. Vasilyeva S. A., Sokolova N. V. Logopedic games for preschoolers. - M., 1999.
6. Vorob'eva T. A., Krupenchuk O. I. Ball and speech. - SPb., 2001.
7. Zhukova N. S. Primer. - M.: EKSMO, 2008.
8. Zhukova O. S. Develop speech. - M.: Astrel, 2008.
9. Kolesnikova E. V. The development of phonemic hearing in children 4-5 years old. - M.: Yuventa, 2007.
10. Kolesnikova E. V. Development sound-letter analysis in children 5-6 years old. - M.: Yuventa, 2008.
11. Kolesnikova E. V. Tests for children 5 years old. - M.: Yuventa, 2001.
12. Kolesnikova E. V. Is your child ready for school? - M.: Yuventa, 2007.
13. Skvortsova I.V. Logopedic games. - M.: OLMA, 2008.
14. Tkachenko T. A. Sound analysis and synthesis. - M.: Bibliophile, 2007.
15. Tkachenko T. A. Logical exercises for the development of speech. - M.: Bookworm, 2005.
16. Teremkova N. E. Homemade speech therapy tasks for children with OHP. - M.: Gnome, 2007.
7. List of references
1. Agranovich Z.E. Collection of homework to overcome the lexical and grammatical underdevelopment of speech in preschoolers with ONR.-S.P .: Childhood-Press, 2002
2. Borovtsova L. A. Documentation speech therapist preschool educational institution. - M.: TC Sphere, 2008.
3. Volkova G.A. Methods of psychological and logistic examination of children
with speech disorders. Issues of differential diagnosis. - St. Petersburg, 2005.
4. Kiryanova R.A. Comprehensive diagnostics and its use by a speech therapist teacher in corrective work with children aged 5-6 years with severe speech disorders. - St. Petersburg, 2002
5. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in senior group for children with general underdevelopment of speech. – M.: Gnom-Press, 1999.
6. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes preparatory group for children with phonetic and phonemic underdevelopment of speech. – M.: Gnom-Press, 1998.
7. Konovalenko V.V., Konovalenko S.V. Individual-subgroup work on the correction of sound pronunciation. - M .: Publishing house GNOM and D, 2001.
8. Kurdvanovskaya N.V. Planning the work of a speech therapist with children 5-7 years old. - M .: TC Sphere, 2007.
9. N.V. Nishcheva. The program of correctional developmental work for children with OHP. - St. Petersburg: CHILDHOOD - PRESS, 2004.
10. Povolyaeva M.A. Handbook of a speech therapist. - Rostov-on-Don: "Phoenix", 2001.
11. Polozova N.V. Basic requirements for labor protection and sanitary provision in preschool. Collection of documents and recommendations. – M.: ARKTI, 2005.
12. Stepanova O.A. Organization of speech therapy work in a preschool educational institution. - M .: TC Sphere, 2003.
13. Tkachenko T.A. learn to speak correctly. OHP correction system in 6-year-old children. Handbook for educators, speech therapists and parents. - M .: "Publishing house GNOM and D", 2004.
14. Filicheva T.B., Chirkina G.V. The upbringing and education of preschool children
age with phonetic-phonemic underdevelopment. program and guidelines for a preschool educational institution of a compensating type. - M .: School Press, 2003.
15. Filicheva T.B., Chirkina G.V., Tumanova T.V. Correction of speech disorders // Programs of preschool educational institutions of a compensating type for children with speech disorders. – M.: Enlightenment, 2008.
16. Filicheva T.B., Chirkina G.V. The program of education and upbringing of children with phonetic and phonemic underdevelopment.- M.: MGOPI, 1993
17.A.V.Yastrebova. How to help children with developmental disabilities. -M.: ARKTI, 1999
The formation of sound pronunciation is considered as one of the necessary means of educating sound culture and preparing for the successful mastery of the written form of speech.
The preschool speech center program is a correctional and developmental system that ensures full mastery of the phonetic structure of the Russian language, intensive development of phonemic perception, lexical and grammatical categories of the language, development of coherent speech, which leads to the formation of communicative abilities, speech and general mental development of a preschool child with speech pathology as the basics of successful mastery of reading and writing in the future, when studying in a public school, as well as its socialization.
At the heart of the creation of this program, the authors used the experience of working in a preschool speech center, supported by modern correctional and developmental programs of the Ministry of Education of the Russian Federation, scientific and methodological recommendations, instructional letters presented in the bibliography.
The proposed program of the preschool speech center is the result of many years of experience of speech therapist teachers of municipal preschool educational institutions, the structure of which allows speech therapy assistance to children of older and preparatory age.
This enables early diagnosis of a speech defect, correction of oral speech disorders at each age stage, taking into account the unity of requirements, approaches and methods of training and education.
preschoolers.
An analysis of the organizational and content aspects of the activities of the speech center reveals that, to a certain extent, it synthesizes elements of the work of a speech therapist in a children's clinic and a preschool group for children with speech disorders, while at the same time it has a certain specificity of work.
A speech therapy center with a clear organization has a high efficiency of corrective action, a variety in the choice of means, and plays an important role in the speech and general preparation of children for school.
This model of the organization organically fits into the system of preschool educational institutions of any type, effective and low-cost.
The experience of functioning of preschool speech therapy centers in the conditions of the Far North shows that
reduce the number of frontal and subgroup classes and increase the time for individual work.
Taking into account the requirements for the organization of the daily routine and training sessions, the maximum volume of the weekly educational load should not exceed the norms allowed by SanPiN (clause 12.10).
The duration of classes with children of the 6th year of life is 25 minutes, of the 7th year of life - 30 minutes.
The purpose of the program is to form a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate hearing pronunciation skills in various situations.
In the process of remedial training of children-logopaths, the following tasks are solved:
- early detection and timely prevention of speech disorders;
- education of articulation skills of sound pronunciation and development of auditory perception;
- preparation for teaching literacy, mastering the elements of literacy;
- education of grammatically correct coherent speech;
- formation of skills of educational activity;
- implementation of continuity in work with the parents of pupils, employees of the preschool educational institution, specialists
children's polyclinic and medical institutions.
The academic year in preschool educational institutions covers the period October to early May . As a result, the sequence and systemic nature of the correctional education of preschool children is violated. When drawing up the planning of speech therapy work, one should take into account the named reasons and the difficulties of correctional and developmental education caused by them in a preschool speech center.
It should be noted that the order of studying sounds and the number of lessons allotted for this work may change.
at the discretion of the speech pathologist. When studying the most commonly used lexical and grammatical categories in colloquial speech, the entire lesson is devoted to one topic.
Children are given comprehensive classes in kindergarten, which include games and exercises that allow them to form and develop:
- interest in speech therapy;
- sound pronunciation;
- phonemic perception;
- articulatory praxis and fine motor skills;
- speech breathing;
- mental processes (memory, thinking, attention);
- lexico-grammatical categories;
- connected speech.
The form of organization of training is subgroup, in microgroups and individual. For subgroup lessons
unite children of the same age group with speech disorders similar in nature and severity, 5-7 people each.
In microgroups and in individual classes, didactic games and exercises for the formation of the lexical and grammatical structure of the language for children with a diagnosis of ONR (IV a.p.r.) are included.
Classes with children are held in the daytime, and once a week - in the evening, so that parents can attend them and get the necessary recommendations, advice, and advice.
Duration of classes with children:
- FFN - 1 year;
- ONR IV y. R. R. - 1 - 1.5 years.
The release of children is carried out throughout the school year as their speech defects are eliminated. The results of speech therapy training are noted in speech map child.
Individual sessions
The frequency of individual lessons is determined by the nature and severity of the speech disorder, the age and individual psychophysical characteristics of the children, the duration of individual lessons is 10 minutes.
- ONR IV y. R. R. - 2-3 times a week;
- FFN - 2 times a week.
Conclusion
This program of the preschool speech therapy center is available for use at the preschool speech therapy center. With its help, a full-fledged phonetic system of the language will be formed in preschoolers, phonemic perception, sound-syllabic analysis and synthesis skills will develop, auditory pronunciation skills and abilities will be automated, a coherent communication will be formed.
monologue speech based on correctly pronounced sounds.
In this way, children will be prepared for success in school, which is the main goal of this
programs.
Methodological support
A necessary condition for the implementation of the program is the availability of an audio-video recorder, a computer in a preschool institution, as well as the ability of a teacher to use technical teaching aids.
Classes on each topic are held in the form of a game:
- "Journey to Zvukovograd", "Sounds got lost", "Pinocchio in the land of knowledge", "Telegraph", "Zvukovichok visiting the fairy of Zvukovograd", "Shifters", "Word Garden", "Syllabic balls";
- lexical games and didactic games in kindergarten: “Journey of a Sunbeam”, “Help Dunno Correct Mistakes”, “Telephone”, “Visiting Fedora”, “Flower-Semitsvetik”, “In the Land of the Magician Goodwin”, “Dreamers”;
- CDs “Baba Yaga Learns to Read”, “Learn to Speak Correctly”, “Razvivayka”, audio cassettes “Voices of the Spring Forest”, “Sounds Around Us”, “Sounds of Nature”.
Control sections will help to check the assimilation of the program by preschoolers (see Appendix 2).
Characteristics of the speech of children with FFN and OHP (IV level of speech development)
Phonetic-phonemic underdevelopment of speech (FFN) is a violation of the formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
In the speech of a child with FFN, there are difficulties in the process of forming sounds that are distinguished by subtle articulatory or acoustic features. The defining feature is a reduced ability to analyze and synthesize.
It should be emphasized that the leading defect in FFN is the lack of formation of the processes of perception of speech sounds. Level IV includes children with residual phenomena of underdevelopment of the lexical-grammatical and phonetic-phonemic components of the language system. For children of this level, a somewhat sluggish articulation of sounds, insufficient expressiveness of speech, and fuzzy diction are typical.
The incompleteness of the formation of the sound-syllabic structure, the mixing of sounds, the low level of differentiated perception of phonemes are an important indicator that the process of phoneme formation in children has not been completed.
Correctional and educational work is built taking into account the peculiarities of the mental activity of children.
Thus, speech therapy influence is organically connected with the development of attention, memory, and the ability to manage oneself and other mental processes in preschoolers.
Based on the heterogeneity of the composition of children in the speech clinic (with FFN and OHP IV u.r.r.), due to different etiologies of the disorder, it is important, as a result of the survey, to differentially assess the degree of lag in mastering educational material, you should also take into account the program requirements of this age.
Directions of correctional and developmental work:
- the formation of full-fledged pronunciation skills;
- development of phonemic perception, phonemic representations, forms of sound available to age
analysis and synthesis; - development of attention to the morphological composition of words and the change of words and their combinations in a sentence;
- enrichment of the dictionary mainly by drawing attention to the methods of word formation, to emotional
evaluative meaning of words; - education of skills to correctly compose a simple and complex common sentence; use different constructions of sentences in independent connected speech;
- development of coherent speech in the process of working on retelling, with the formulation of a specific correctional task
on automation in speech of phonemes specified in pronunciation; - formation of preparation for teaching literacy and mastering the elements of literacy.
The main goal of individual lessons is to choose and apply a set of articulation exercises,
aimed at eliminating specific disorders of the sound side of speech, characteristic of dyslalia, dysarthria
and others. In individual lessons, a speech therapist has the opportunity to establish emotional contact with the child, activate control over the quality of sounding speech, correct a speech defect, and smooth out neurotic reactions.
In these classes, the preschooler must master correct articulation each studied sound and automate it in facilitated phonetic conditions:
- isolated,
- in direct and reverse syllable,
- words of simple syllabic structure.
Thus, the child is prepared for the assimilation of the content of subgroup classes.
The main goal of subgroup classes is to develop teamwork skills.
In these classes, children should learn to adequately assess the quality of speech statements of their peers. The composition of the subgroups is an open system, it changes at the discretion of the speech therapist, depending on the dynamics of the achievements of preschoolers in correcting pronunciation.
An important methodological feature of individual and subgroup classes is that they
Prepare children to master more complex material frontal exercises in mass groups. These classes contribute to the improvement of the child's communication capabilities and his socialization.
The content of speech therapy work in the speech center to overcome the OHP (IV c.p.r.) and FFN in children of the 6th year of life
MAIN CONTENT OF THE WORK
Pronunciation:
Development of differentiated movements of the organs of the articulatory apparatus.
The development of speech breathing.
Consolidation of the skill of the correct pronunciation of sounds (vowels, consonants) available in the speech of children.
Differentiation by ear of preserved sounds (with pronunciation), differing in:
- in reverse syllables;
- in words and phrases.
Formation of the ability to differentiate by ear and in speech preserved sounds based on their acoustic and articulatory features, on visual-graphic symbolism.
Statement of sounds absent in speech (in accordance with the individual characteristics of children's speech).
Automation of delivered sounds as part of syllables, words, sentences, texts.
Differentiation of sounds at the place of formation:
- [s] - [w], [h] - [g];
- [p] - [l];
- in direct and reverse syllables;
- in syllables with a confluence of three consonants;
- in words and phrases;
- in short texts and poems;
- consolidation of skills acquired earlier on new speech material.
The development of the ability to analyze one's own speech and the speech of others for the correctness of its phonetic design.
Education of the correct rhythmic-intonation and melodic coloring of speech.
Improving diction.
Improving the intonational expressiveness of speech.
Phonemic perception:
Development of the ability to recognize and distinguish non-speech sounds.
The development of the ability to recognize and distinguish speech sounds by the pitch and strength of the voice.
Differentiation of speech and non-speech sounds.
The development of auditory attention to the sound shell of the word, auditory memory.
Distinguishing syllables consisting of correctly pronounced sounds.
Introduction to letters representing sounds.
Acquaintance with the analysis and synthesis of reverse syllables.
Transformation of syllables due to one sound.
Distinguish between monosyllabic and polysyllabic words.
Distinguishing a sound from a number of other sounds.
Highlighting a stressed vowel at the beginning of a word; highlighting the last consonant at the end of a word.
Isolation of the middle sound in a monosyllabic word (poppy).
Assimilation of the concepts of "vowel", "consonant" sound.
Determination of the presence of a sound in a word.
Distribution of pictures, the name of which includes: differentiable sounds; certain specified sound.
On the same material:
- determining the place of sound in a word;
- highlighting vowels in a position after a consonant in a word;
- improving the skills of using words of complex sound filling in a speech context; analysis and synthesis of the direct syllable;
- highlighting a consonant sound at the beginning of a word;
- highlighting a vowel sound at the end of a word.
Practical acquaintance with the concepts of "hard" - "soft" sound and "deaf" - "voiced".
Formation of the ability to distinguish and evaluate the correct standards of pronunciation in someone else's and one's own speech.
Distinguishing words that are similar in sound composition; determining the number of syllables (vowels) in a word.
Differentiation by ear of preserved sounds (without pronunciation), differing in:
- by hardness - softness ([n] - [p], [t] - [t], etc.);
- by deafness - voicedness ([p] - [b], [k] - [g], etc.);
- in reverse syllables;
- in syllables with a confluence of two consonants;
- in words and phrases;
- making a sentence with a certain word;
- analysis of a two-word sentence;
- analysis of the sentence with a gradual increase in the number of words.
Drawing up a word scheme with stressed syllables.
Selecting the word to the corresponding graphic scheme.
Selecting a graphic scheme for the corresponding word.
Transformation of words by replacing one sound or syllable.
Selection of a word with a given number of sounds.
Determining the sequence of sounds in a word (spelling).
Determining the order of sounds in a word.
Determine the number and order of syllables in a word.
Identify sounds that come before or after a particular sound.
Composing words from a given sequence of sounds.
SPEECH DEVELOPMENT:
Consolidation in independent speech skill:
- agreement of adjectives with nouns in gender, number, case;
- formation of relative adjectives;
- agreement of ordinal numbers with nouns.
Consolidation of the skill of forming nouns with diminutive and affectionate and increasing suffixes.
Consolidation of the ability to select single-root words (tea, teapot, tearoom).
An exercise in the formation of verbs with prefixes (the car drove to the house, drove away from the house, drove around the house).
The formation of words in different ways (snowfall, vacuum cleaner, leaf fall, sugar bowl, bread box).
The formation of nouns from verbs, and vice versa (read - reader, teach - teacher, pilot - fly, swimmer - swim).
The use of prepositional constructions (he climbed under the closet, got out of the closet, hid between the table and the closet).
Drawing up proposals for demonstrating actions. Combining these sentences into a short text.
Drawing up a story based on a picture based on question-answer and visual-graphic plans.
Distribution and use of sentences through the introduction of homogeneous members: predicates, subjects, additions, definitions.
Drawing up proposals for the plot picture on the issues.
Formation of the skill of making sentences with elements of creativity.
Composing stories with elements of creativity (inventing endings for unfamiliar fairy tales).
Drawing up a story about events from personal experience (according to plan).
Registration of speech statements in accordance with the phonetic norms of the Russian language.
Increasing the motivation of children to actively use learned grammatical forms of speech in statements.
- Correctly articulate all speech sounds in various phonetic positions and forms of speech;
- differentiate all studied sounds;
- name the sequence of words in a sentence
syllables and sounds in words; - distinguish between the concepts of "sound", "syllable", "sentence" at a practical level;
- master intonation means of expressiveness of speech in retelling, reading poetry
The content of speech therapy work in the speech center to overcome the OHP (IV c.p.r.) and FFN in children of the 7th year of life
I PERIOD
SOUND SIDE OF SPEECH
Pronunciation:
Setting missing sounds.
Consolidation of correctly pronounced sounds.
Development of differentiated movements of the organs of the articulatory apparatus.
The development of speech breathing.
Overcoming difficulties in pronouncing words that are complex in structure, consisting of correctly pronounced sounds.
Formation of grammatically correct speech.
Assimilation of words of various sound-syllabic complexity in connection with fixing the correct pronunciation of sounds.
Assimilation of available rhythmic patterns of syllables: taa - ta, ta - ta, ta - ta - ta, ta - ta - ta.
Definition of rhythmic patterns of words: cotton wool - tata, water - ta-ta, etc.
Correlation of a word with a given rhythmic pattern: cotton wool - tata, water - tata.
Distinguishing sounds by ear: by hardness - softness; by deafness - sonority; at the place of education.
Development of a distinct pronunciation of words and phrases with natural intonation.
Phonemic perception:
Formation of the ability to differentiate by ear and in speech preserved sounds based on their acoustic and articulatory features.
Consistent acquaintance with letters based on a clear correct pronunciation of hard and soft sounds.
Isolation of the initial vowel from words like: willow, duck. Sequential naming of vowels from a series of two or three vowels (ai, uia).
Analysis and synthesis of direct and reverse syllables.
Isolation of the last consonant from words like: poppy, mole.
Isolation of a syllable-forming vowel in a position after a consonant from words like: kom, som, whip.
Isolation of the first consonant in a word.
Analysis and synthesis of syllables (ta, mi) and words (kit, soup).
Laying out of the colored chips of reverse syllables.
Syllable transformation.
Sound-syllabic analysis of words like: braids, sleds, laying out a word scheme from chips.
Assimilation of terms: sound, letter, word, syllable, vowel, consonant, hard sound, soft sound.
Drawing up a graphic scheme of the word.
Name the order of sounds in a word.
Isolation and naming of vowels, consonants in a word.
The ability to give a qualitative description of the sound.
Formation of the ability to divide into words sentences of a simple construction without prepositions and with prepositions.
SPEECH DEVELOPMENT:
The study of the grammatical forms of words through comparison and comparison: singular and plural nouns with the endings -i, -ы, -а (pieces, bushes, circles, letters), various endings of plural nouns, personal endings of plural nouns of the genitive case (many pieces, reindeer, ribbons, windows, chairs, etc.)
The formation of words by joining:
- prefixes (pours, pours, pours ...);
- suffixes (fur - fur - fur, lemon - lemon - lemon);
- wording method (vacuum cleaner, haymaking, snowfall).
Drawing attention to words with a diminutive meaning (stump, wood, wheel).
Changing the grammatical forms of words depending on the gender, number, case, time of action.
Assimilation of plural forms of the genitive case of nouns (many - chairs, trees).
Spreading simple sentence direct complement (Valya is reading a book.); isolating words from sentences with the help of questions: who? what is he doing? does what?; compiling sentences from words given in whole or in part in the initial form; cultivating the skill of answering short or full answers to questions.
Drawing up simple common sentences using the prepositions on, at, in, under, over, with, with from the pictures; on demonstration of actions, on questions.
Combining several sentences into a short story.
Drawing up sentences by children based on the results of verbal instructions (you need to get up from the chair, leave the table, go to the big table, take the green truck and put it on the middle shelf of the cabinet).
Developing the ability to compose short tales on a given topic. Teaching meaningful and expressive retelling of literary texts.
Compilation of stories from personal experience according to the plan.
II PERIOD
Pronunciation:
Correction of speech defects in accordance with the individual characteristics of children.
Development of the accuracy of voluntary movements of the articulatory apparatus.
Consolidation of the correct pronunciation of all previously passed sounds.
Assimilation of words of a complex syllabic composition (sidewalk, excavator, intersection, etc.) in connection with fixing the correct pronunciation.
Mastering polysyllabic words (teacher, watchmaker, electric, etc.)
Distinguishing by ear: [h] - [t] - [s] - [u], [c] - [t] - [s], [u] - [h] - [s] - [w] and their differentiation .
Assimilation of polysyllabic words in connection with
fixing the correct pronunciation.
Analysis and synthesis of the sound-syllabic composition of words, assimilated sound-syllabic structure.
Improving diction and intonational expressiveness of speech.
Phonemic perception:
Improving the skills of sound-syllabic analysis and synthesis of words.
Drawing up a scheme of words from chips and stripes.
Sound-syllabic analysis of words of varying complexity such as: wagon, cat, raft, red, paint.
Determination of differences and qualitative characteristics of sounds: vowel - consonant, hard - soft, voiced - deaf.
Consolidation of the syllable-forming role of vowels (each syllable has one vowel sound).
Development of the ability to find a stressed vowel in a word.
Development of the ability to select words for these schemes.
Development of the ability to select words for this model (the first sound is a hard consonant, the second is a vowel, the third is a soft consonant; for example: elk, horse, salt, dust, distance, etc.).
Transformation of words by replacing the sound (soup - bough, cotton wool - date, corner - coal).
Dividing words into syllables.
Formation of the operation of sound-syllabic analysis based on visual-graphic schemes of words.
Formation of the skill of converting syllables and words by replacing or adding sounds (([mu] [pu]) fly - bear - mouse; cannon - donut; table - table, etc.).
Determining the number of words in a sentence and their sequence.
Improving the ability to divide into words sentences of a simple construction without prepositions and with prepositions.
Laying out of the strips of the proposal scheme.
Formation of the ability to perform various tasks to complete sentences with missing words, correct a deformed sentence.
SPEECH DEVELOPMENT:
Continuation of the study of changes in the grammatical forms of words depending on the gender, number, case, time of action.
Assimilation of the most complex plural forms of nouns (coats, cakes, piano, wings).
Assimilation of case endings of nouns (A squirrel lived in the forest. The children admired the squirrel. The children fed the squirrel. The squirrel has a fluffy tail).
Coordination of numerals with nouns in gender, number, case (The dolls were sewn two dresses ... five dresses ... two shirts ... five shirts).
Development of the ability to select related words (snow, snowman, snowflake, Snow Maiden, snowy, snowball, etc.)
The formation of words (on new material) by attaching prefixes (arrived, crawled, ran, galloped; left, arrived, drove up, drove in, drove around, moved, left); suffixes (formation of relative adjectives (wooden, -th, -th, -th; plastic, -th, -th, -th); wording method (three-wheeled, first-grader).
The formation of nouns denoting persons according to their activities, professions (teacher, student, teacher, hockey, hockey player, piano).
Drawing attention to the polysemy of words (chanterelles - animals, chanterelles - mushrooms).
Formation of adjectives in comparative and superlative degree.
The practical use of formed words in sentences in various case forms (I don’t have ...
glass vase. The car pulled up to the garage. Sasha rode a tricycle.)
Consolidation of skills in the preparation and dissemination of proposals.
Making sentences without prepositions and with prepositions on, under, over, to, y, from, from (with), from, to, by, between, for, in front of, because of, from under (the cat crawled out from under the closet ), from words in the initial form (cat, sleep, under, bench: the cat sleeps under the bench).
Adding missing prepositions to the sentence: the birch grows (near, about, at) the house; white roses were planted (in front of, behind, near) the house.
Strengthening the skills of compiling a complete answer to the question posed.
Drawing up proposals for key words (Kolya, play, ball).
Compilation of complex sentences (according to the model given by a speech therapist) with unions so that, if, because and
etc. (We won't go for a walk because it's raining outside.)
Formation of the ability to compose stories about objects, about the content of paintings, based on a series of paintings with a consistently developing action.
Compilation of stories from personal experience and according to a plan.
Retelling of small literary texts and their dramatization.
Improving the ability to compose short tales on a given topic.
Learning by heart poetic texts, tongue twisters.
Planned results of speech therapy work
- Correctly articulate all speech sounds in various positions;
- clearly differentiate all studied sounds;
- find words with a given sound in a sentence, determine the place of sound in a word;
- distinguish between the concepts of sound, hard sound, soft sound, dull sound, voiced sound, syllable, sentence at a practical level;
- name the sequence of words in a sentence, syllables and sounds in words;
- produce elementary sound analysis and synthesis;
- to master intonational means of expressiveness of speech in retelling, reading poetry.
Attachment 1
Card of speech therapy examination of a child with FFN, OHP (IV c.p.r.)
Surname, name of the child
1. Where was the child before admission to the speech center
2. Complaints of parents
3. Data on speech development (the appearance of the first words, sentences)
I. Level of general development:
- Stability of attention, performance
- The state of general and fine motor skills
II. General sound of speech
- Intelligibility, tempo, intonation
- The structure and mobility of the articulatory apparatus
- Pronunciation of sounds: Whistling, Hissing, Affricates, [l], [l], [p], [p]
- Distinguishing sounds by ear and in pronunciation
- Formation of phonemic perception
- Pronunciation of complex words
- Lexicon
- The grammatical structure of speech
- Coherent speech (a story based on a picture, a series of pictures, retelling)
Preliminary conclusion:
Release Conclusion:
Date: "__"_____201__ Teacher speech therapist _______/__________/
Annex 2
Diagnosis of speech development of children
Control sections are carried out 2 times a year (October - May).
There are three levels of speech development:
- short,
- middle,
- tall.
Annex 3
Appendix 4
Annex 5
Work report
Appendix 6
Pedagogical characteristics for a preschool child
1. General information:
- Surname, name, patronymic of the child
- Date of Birth
- Home address
- FULL NAME. parents, age, education and specialty according to the diploma
- Date of admission to the kindergarten from where he entered (from the family, another kindergarten; features of adaptation)
2. Somatic health.
3. Self-service skills.
4. The state of the motor sphere (general and fine motor skills).
5. Assimilation of program material:
- the formation of elementary mathematical representations (color, shape, size, spatial and
temporary representations); - speech development;
- acquaintance with the surrounding world;
- productive activities.
6. Attitude towards classes:
- how interested the child is in the activities;
- what tasks cause the greatest difficulty;
- how diligent the child is during classes;
- how quickly it switches from one view to another;
- how critical he is in evaluating his results when performing tasks;
- how productively uses the help of adults in cases of difficulty.
7. Game activity.
8. Personal characteristics of the child.
9. Conclusions.
Date of_____
Educator _______________ (signature) _____________
Head _______________ (signature) _____________
Annex 8
Annual plan for individual correctional work on sound pronunciation
I. Preparatory stage
a) arouse interest in speech therapy classes, even the need for them;
b) development of auditory attention, memory, phonemic perception in games and special exercises;
c) formation of physiological and speech breathing;
d) formation and development of articulatory motor skills to the level of minimum sufficiency for staging sounds;
e) in the process of systematic training, mastering the complex of finger gymnastics.
II. Formation of pronunciation skills and abilities
a) elimination of defects in sound pronunciation;
b) development of skills and abilities to differentiate sounds that are similar articulatory and acoustically;
c) the formation of practical skills and abilities to use the corrected (phonetically clean, lexically
developed, grammatically correct) speech.
Types of corrective work at this stage:
one). Setting sounds in the following order:
- whistling [s], [s], [ts], [s´], [s´];
- hissing [w];
- sonor [l];
- hissing [zh];
- sonors [p], [p´];
- hissing [h], [u].
Setting method
Preparatory exercises (except articulation gymnastics):
- for whistlers: “Smile”, “Fence”, “Shovel”, Groove”, “Brush”, “Football”, “Focus”;
- for sizzling: "Tube", "Delicious jam", "Cup", "Fungus", "Let's warm our hands";
- for [р], [р´]: “Chatterbox”, “Malyar”, “Turkey”, “Horse”, “Drummer”, “Mushroom”, “Accordion”, “Machine gun”;
- for [l]: “Smile”, “Shovel”, “We will punish the tongue”.
Work on setting sounds is carried out only individually.
2). Automation of each corrected sound in syllables (can be carried out both individually and in a subgroup):
a) [h], [w], [g], [s´], [h´], [l] are automated first in direct syllables, then in reverse syllables, and lastly in syllables with a confluence of consonants;
b) [c], [h], [u], [l] - on the contrary, first in reverse syllables, then in straight lines and with a confluence of consonants;
c) [p], [p´] you can start automating from the protor analogue and simultaneously develop the vibration of the tongue.
3). Automation of each corrected sound in words (carried out following the traces of automation in syllables, in the same sequence).
As you master the pronunciation of each syllable, it is immediately introduced and fixed in words with this syllable.
Children with similar defects are grouped into subgroups. All further corrective work can be carried out in subgroups.
4). Automate sounds in sentences
Each word worked out in pronunciation is immediately included in separate sentences, then in short stories, nursery rhymes, tongue twisters, verses with this word are selected.
5) Differentiation of sounds:
- C - Z, CL - C, C - W;
- W - Z, W - W;
- H - TH, H - C, H - W;
- SH - S, SH - Th, SH - H, SH - W;
- R - L, R - Rb, Rb - L, Rb - Y, L - L.
6). Automation in spontaneous speech (in dialogic speech, in games, entertainment, sensitive moments, excursions, work, etc.).
III. The improvement of phonemic perception and the skills of analysis and synthesis of words goes in parallel with the correction of sound pronunciation.
IV. Systematic exercises for the development of attention, thinking and memory, including speech-auditory on the worked out material.
V. The development of coherent expressive speech based on correctly pronounced sounds.
- Grammar exercises.
- Normalization of the prosodic aspect of speech.
- Storytelling training.
Appendix 9
Documentation (Kept for two years)
- Register of those who applied for speech therapy help (Appendix 1).
- A journal for registering class attendance at a speech therapist, in which pages are allocated for each group of children to keep track of the dynamics of work and attendance in accordance with the number of hours of educational and thematic planning. On the left side of the expanded page of the journal, the attendance of classes is noted, and on the right side, the topic of the classes is recorded.
- Journal of registration of the movement of children accepted for speech therapy classes (Appendix 4).
- Speech card for each child (Appendix 1).
- Individual plan for corrective work on sound pronunciation (Appendix 6).
- The annual plan, which includes the following sections: examination of the state of speech of children; acquisition of a logo station; contacts with teachers and parents; promotion of speech therapy knowledge;
advisory work; work on didactic material; communication with specialists of children's institutions of the city. - Daily work plan (in the form of cards or notes).
- Report on the work carried out (Appendix 5).
Annex 10
The perspective plan takes into account individual characteristics child (the state of development of mental processes, communicative communication. Further, see the plan of individual correctional work on sound pronunciation).
Literature:
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- Vasilyeva M. A., Gerbova V. V., Komarova T. S. The program of education and training in kindergarten. - M.: Mosaic-Synthesis, 2005.
- Interaction of educational institutions with the city PMPK (guidelines) / Ed. I. I. Usanova. - Murmansk, 2009.
- Volkova G. A. Methods of psychological and logopedic examination of children with speech disorders. Issues of differential diagnosis. - St. Petersburg, 2005.
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underdevelopment: Program and guidelines for preschool educational institutions of a compensatory type. - M.: School press, 2003. - Filicheva T. B., Chirkina G. V., Tumanova T. V. Correction of speech disorders: Programs of compensatory preschool educational institutions for children with speech disorders. - M.: Education, 2008.
Literature for parents:
- Agranovich Z. E. To help speech therapists and parents. A collection of homework for overcoming the phonemic side of speech in older preschoolers. - St. Petersburg: CHILDHOOD-PRESS, 2007.
- Baskakina I.V., Lynskaya M.I. Logopedic games. - M.: IRIS-PRESS, 2008.
- Bliskovskaya Yu., Grozovsky M., Vorlamova N. Azbuka. - M.: Rosmen, 2009.
- Bortnikova E. Wonder-educator. - Yekaterinburg: Litur, 2006.
- Vasilyeva S. A., Sokolova N. V. Logopedic games for preschoolers. - M., 1999.
- Vorobieva T. A., Krupenchuk O. I. Ball and speech. - SPb., 2001.
- Zhukova N. S. Primer. - M.: EKSMO, 2008.
- Zhukova O. S. We develop speech. - M.: Astrel, 2008.
- Kolesnikova E. V. The development of phonemic hearing in children 4-5 years old. - M.: Yuventa, 2007.
- Kolesnikova E. V. The development of sound-letter analysis in children aged 5-6 years. - M.: Yuventa, 2008.
- Kolesnikova E.V. Tests for children 5 years old. - M.: Yuventa, 2001.
- Kolesnikova E.V. Is your child ready for school? - M.: Yuventa, 2007.
- Skvortsova I. V. Logopedic games. - M.: OLMA, 2008.
- Tkachenko T. A. Sound analysis and synthesis. - M.: Bibliophile, 2007.
- Tkachenko T. A. Logical exercises for the development of speech. - M.: Bookworm, 2005.
- Teremkova N.E. Home speech therapy tasks for children with ONR. - M.: Gnome, 2007.
Material provided, issue for December 2011.
