From the experience of a speech therapist teacher at school. Presentation of the pedagogical experience of a speech therapist teacher

Using the logo in correctional work with children speech therapy groups

In recent years, there has been a steady increase in speech disorders in children. Moreover, the nature of speech pathologies has become more complex and, in general, has a combined form: in children, speech is simultaneously impaired, the development of higher mental functions, the state of general and fine motor skills, orientation in space, emotional-volitional sphere, creative activity. It is considered normal if a child's first words appear at the age of about a year, and meanwhile, many children begin to speak after 2.5 - 3 years. A child with speech disorders can be aggressive, or, conversely, withdrawn and depressed. Problem speech development and speech education is one of the most significant in modern kindergarten... Every year life makes ever higher demands on children. To help them cope with the complex tasks that arise, you need to take care of the modern and full-fledged formation of their speech. What should be done so that the child's speech develops correctly, on time, so that the baby grows up as a sociable, active, active, harmoniously developed person?
After conducting pedagogical observations of children of general education kindergartens, it is revealed a large number of children with poor vocabulary, impaired pronunciation, and not developed coherent speech.
For a long time, fairy tales have been one of the widespread genres of oral poetry. Rooted in folklore, and for centuries absorbing human wisdom and life experience of many generations, fairy tales have always been perceived with great interest. This unflagging attention is caused by the fact that fairy tales are characterized by a wealth of ideological content, cognitive and didactic essence and invariably artistic expressiveness.
A fairy tale is the most versatile, complex method of influence in corrective work. Today we associate the term - a logo-tale with this phenomenon.
The main idea of \u200b\u200bthe logo is a comprehensive, consistent development of children's speech and associated mental processes through the use of elements of fairy tale therapy.
Logo tales is a holistic pedagogical process that contributes to the development of all aspects of speech, the education of moral qualities, as well as the activation of mental processes (attention, memory, thinking, imagination). Logos can be a whole lesson, part of a lesson, or a didactic game.
The development of personality and speech through a logo is carried out in the following areas:
Activity (from the need for emotional release to positive emotional manifestations).
Independence (from orientation in the means of linguistic expressiveness to the search for the best ways of self-expression in speech and movement).
Creation (from imitation of an adult to verbal fantasy).
Emotionality (emotional infection with images of a fairy tale).
Arbitrariness (From experiencing the emotional states of fairytale heroes - through the assessment of their actions - to the dynamic balance of the movements performed in the game).
Coherent speech(from the continuation of adult phrases to creative improvisations based on the plot).
All these directions are logically connected and carried out in a complex.
Famous foreign and domestic scientists turned to fairy tales in their work: B. Bettelheim, E. Fromm, E. Bern, R. Gardner,
A. Meneghetti, K. Jung, V. Propp, M. Osorina, E. Lisina, E. Petrova,
R. Azovtseva, T. Zinkevich-Evstigneeva and others. It was in our country, in St. Petersburg, that the first Institute of Fairy Tale Therapy was opened, in which a methodology of complex work with a fairy tale for children with developmental disabilities is being developed. According to Vinarskaya E.N., emotional discomfort negatively affects the development of all aspects of speech.
Preschool children with general underdevelopment speech and other developmental features have to remember, understand information, learn skills several times more in volume than normally developing children. The entire work is based on general didactic principles: systematic and consistent, taking into account age characteristics, taking into account individual characteristics, taking into account the structure of a defect, and phasing in the education of speech. And also taken into account: interest, joy, imagination, improvisation, emotional attention and memory.

Methodological techniques for the logo:
Verbal director's play.
Tasks:
1. To cultivate the ability to guess by the mood of the music about the actions and emotional states of heroes and natural phenomena.
2. To lead to the ability to expressively intonate the voices of the heroes of a fairy tale with different voice strengths.
3. To acquaint with figurative expressions and fairy-tale repetitions, to activate in speech the forms of imperative mood of verbs, semantic shades of words.
Psycho-gymnastics.
Tasks:
1. To encourage expressive transfer of emotional states in facial expressions and movements, voluntary release of tension and relaxation of body muscles.
2. Display emotional images in tempo rhythm.
Verbal commenting.
Ass chi:
1. To bring to the children the meaning of the fairy tale, to evoke an appropriate response, to induce statements about the familiar content.
2. Lead to the joint compilation of verbal descriptions, activate figurative expressions in speech, fabulous repetitions.
Joint verbal improvisation.
Solving individual episodes of the tale.
Verbal fantasy based on musical composition.
After listening to a piece of music, children come up with possible options for the continuation of the tale.
Verbal drawing.
Discussing how it is possible to recreate the image of the heroes of a fairy tale with the help of paints, children penetrate into the sphere of his thoughts, feelings and states.
The logo can be used in different types of activities:
Productive activity.
Theatrical activity.
Communicative
Musical activity
Cognitive activity
Types of logos:
Articulating
Finger
Phonetic
Lexico-grammatical
Fairy tales that contribute to the formation of coherent speech
Literacy Tales
Simulation game:
I consider songs, nursery rhymes, riddles, sayings, rhymes to be an invariable means of awakening cognitive activity, independence and bright individuality. Affectionate talk of jokes, nursery rhymes causes joy in children. With the help of folklore, it is easy to establish contact with children. It is most often through the elements of folklore that you can convey to the child your tenderness, care, love and faith in him. I consider it especially important to turn to folklore in the first days of visiting kindergarten. Especially persuasions contribute to the early adaptation of the child. But we speech therapists also constantly use nursery rhymes, folklore rhymes in our work.

Articulation and breathing exercises in a playful way, using logos, it also helps to increase the interest of children in the exercise.

One of the indicators of a child's full development is the level of development of fine motor skills.... Scientists have proven that the development of the hand (fine motor skills and coordination of movements of the fingers) is closely related to the development of speech, thinking of the child. The influence of manual actions on the development of the brain has been known for a long time. It is known that the more systems are involved in the upbringing and education of a child, the more efficiently his development takes place. The use of finger theater in cardboard theaters, glove theaters, with the use of plane figures - heroes of fairy tales - is one of the forms of the development of fine motor skills and at the same time the formation of all sections of the speech of children.

Formation of the grammatical structure of speech. One of the main sections in the work of a teacher is a speech therapist. When examining children of the senior speech therapy group at the beginning of the year, I found out that only
2 out of 15 people use sentences of 3-4 words, the rest have a phrase of 2-3 words and with grammatical errors. ... Based on these data, I consider the main tasks for the development of speech:
expand vocabulary, improve the grammatical structure of speech, also using non-traditional types of work, such as logo tales.

Development of coherent speech an important stage in the work of a teacher - a speech therapist of speech therapy groups. I usually finish each individual lesson during the automation of sounds by memorizing a poem, retelling a story, a fairy tale. And if this is carried out in a playful way with the use of facial expressions, masks, with the use of musical accompaniment, dialogical retelling, the interest of children increases, memorization of the text improves. As the final stage in sound pronunciation, development of grammar, coherent speech, I spend frontal classes in the form of travels to fairy lands or with the use of fairy tale characters.

IN preparatory group When we begin to conduct literacy classes, if these classes are carried out in a playful, fairy-tale form, children quickly memorize letters, master syllabic reading.

I consider the result of my workthat for a long time my children, even with severe speech diagnoses, rarely fall into speech school, go to general education.

Natalia Shvedyuk
Generalization of the work experience "Innovative technologies in the work of a speech therapist"

Speech is one of the most important mental functions of a person and a complex functional system, which is based on the use of the sign system of the language in the process of communication. Verbal communication creates the necessary conditions for the development of various forms of activity. The child's mastery of speech contributes to the awareness, planning and regulation of his behavior.

We all know perfectly well that a well-developed speech of a preschool child is an important condition for successful schooling. It is necessary to help the child overcome speech disorders, as they negatively affect all mental functions, affect the child's activities, behavior.

Today, in the arsenal of everyone who is engaged in the upbringing and education of preschool children, there is extensive practical material, the use of which contributes to the effective speech development of the child.

But we are faced with the difficulties of correctional work due to the increased number of speech pathology.

Any practical material can be roughly divided into two group: firstly, helping the direct speech development of the child and, secondly, mediated, which includes non-traditional speech therapy technologies.

Innovative methods of influence in activities speech therapist become a promising means of correctional and developmental work with childrenhaving speech disorders. These methods are among the effective means of correction and help to achieve the maximum possible success in overcoming speech difficulties in preschool children. Against the backdrop of a complex speech therapy innovative methodswithout requiring much effort, they optimize the process of correcting children's speech and contribute to the healing of the whole organism.

Modern Speech therapy is in constant active search for ways to improve and optimize the learning and development process of children at different age stages and in different educational conditions that are typical for children with special educational needs.

Innovative technologies are implemented, new, highly effective methods and tools, techniques that are the end result of the teacher's intellectual activity.

With regard to the pedagogical process, innovation means the introduction of something new into the goals, content, methods and forms of education, the organization of joint activities of the teacher and the child, these are introduced, new, highly effective methods and tools, techniques that are the end result of the teacher's intellectual activity.

The main criterion « innovativeness» technologies is to improve efficiency educational process due to its application.

Any innovationused in speech therapy practice, belongs to the so-called « micro-innovation» since its use does not change the underlying organization speech therapy, but only locally modifies its methodological component.

The lexico-grammatical aspect of the speech of older children with general speech underdevelopment differs significantly from the speech of normally developing peers, their vocabulary, both quantitatively and qualitatively.

Poor dictionary. Children use well-known, frequently used words and phrases in active speech.

Misunderstanding and distortion of the meanings of words, as a rule, manifests itself in the inability to select from the vocabulary and correctly use in speech the words that most accurately express the meaning of the utterance, in the imperfection of the search for nominative units.

Difficulties in agreeing words in phrases and sentences, which are expressed in the inability to correctly choose the endings of words.

In this regard, in parallel with the task of accumulation, enrichment, clarification of vocabulary, another should be solved at least important: creating a condition for its activation and actualization of one's own statement. And here the didactic syncwine can come to the rescue .. This technology does not require special conditions for use and organically fits into work on the development of lexico-grammatical categories in preschoolers and primary schoolchildren with OHP.

Sinkwine with french translates as "Five lines", a five-line stanza of the poem. Didactic syncwine is based on the content and syntax of each line. Compilation of didactic syncwine is a form of free creativity that requires the author to be able to find the most essential elements in the information material, draw conclusions and formulate them briefly. These abilities are in great demand in modern life.

INNOVATIVE TECHNOLOGIES IN LOGOPEDICS:

Art - therapeutic technologies;

Modern speech therapy technology and finger massage;

Modern technologies sensory education;

Body-oriented technicians;

Su - Jock - therapy;

Information technologies.

Positive results are brought by the inclusion of art therapy in the correctional and developmental process (art therapy in relation to special education as a synthesis of several areas of scientific knowledge (art, medicine and psychology, and in medical and psychocorrectional practice as a set of techniques based on the use of different types of art in a peculiar symbolic form and allowing, by stimulating artistic and creative (creative) manifestations of a child with problems to correct violations of psychosomatic, psychoemotional processes and deviations in personal development., the main functions of which are catharsis (cleansing, freeing from negative states) and regulatory (relieving neuropsychic stress, regulation of psychosomatic processes).

Types of art therapy:

Music therapy (vocal therapy, playing musical instruments);

Kinesitherapy (dance therapy, body-oriented therapy, logo rhythm, psycho-gymnastics);

Fairytale therapy;

mnemonics;

Creative play therapy (sand therapy).

ELEMENTS OF MUSIC THERAPY

Music therapy is a medicine that is listened to. Light calm music during remedial classes has a calming effect on nervous system, balances the processes of excitation and inhibition.

In the classroom, I use the following techniques music therapy:

Listening to music.

Rhythmic movements to music.

Combining music with work for the development of manual praxis.

Singing clean phrases with musical accompaniment.

Music therapy direction work contributes:

Improving the general condition of children;

Improving the performance of the quality of movements ;

Correction and development of sensations, perceptions, ideas;

Stimulation of speech function;

Normalization of the prosodic side of speech .

Correctional tasks:

normalization of neurodynamic processes in the cerebral cortex, normalization of biorhythm;

stimulation of auditory perception (activation of right hemispheric functions);

improvement of the general condition of children;

improving the performance of the quality of movements (expressiveness, rhythm, smoothness develop);

correction and development of sensations, perceptions, ideas;

stimulation of speech function;

normalization of the prosodic side of speech (timbre, tempo, rhythm, expressiveness of intonation);

formation of word formation skills;

shaping syllabic structure of the word.

During a relaxing speech therapy massage uses works that have a sedative effect, and during an active one - works that have a tonic effect.

Also, tonic musical pieces can be used during dynamic pauses and articulatory gymnastics.

BODY-ORIENTED TECHNIQUES:

stretching - alternating tension and relaxation in different parts body, normalize hypertonicity and hypotonia of muscles;

relaxation exercises - promote relaxation, self-observation, memories of events and sensations and are a single process;

breathing exercises - improve the rhythm of the body, develop self-control and volition.

KINESIOLOGICAL EXERCISES

- this is a complex of movements that allow you to activate the interhemispheric impact:

develop the corpus callosum,

increase resistance to stress,

improve mental activity,

improve memory and attention.

Exercise type "Fist - rib - palm", "Bunny - ring - chain",

"Bunny - goat - fork" and etc.

LOGOPEDIC MASSAGE

Massaging the muscles of the peripheral speech apparatus helps to normalize muscle tone and thereby prepare the muscles for complex movements necessary for articulating sounds.

Performing tricks speech therapy massage requires a clear diagnosis of the state of muscle tone, not only of the actual muscles involved in articulation, but also of the muscles of the face and neck.

However, the techniques of differentiated massage, used for various forms of speech pathology, developed relatively recently and not yet sufficiently introduced into wide practice. However, it becomes clear that speech therapy massageas one of technologies should take its strictly defined place among others speech therapy technician... One side, speech therapy massage is an important component in a complex speech therapy workon the other hand, massage is not a panacea for the formation of sounds.

Self-massage is a massage performed by the child himself (adolescent or adult suffering from speech disorders.

Self-massage is a means that complements the effect of the main massage, which is performed speech therapist.

The purpose speech therapy self-massage is primarily the stimulation of the kinesthetic sensations of the muscles involved in work peripheral speech apparatus, as well as, to a certain extent, the normalization of the muscle tone of these muscles.

In practice speech therapy work using self-massage techniques is very useful for several reasons. Unlike speech therapy massageheld by speech therapist, self-massage can be carried out not only individually, but also frontally with a group of children at the same time. pronunciation in a child.

FINGER MASSAGE

massage of palmar surfaces with stone, metal or glass colored balls;

clothespin massage;

massage with nuts, chestnuts;

massage with hexagonal pencils;

beads massage;

massage with probes, probe substitutes;

massage with Su-Jok therapy devices.

ELEMENTS OF TALE THERAPY

Correctional tasks:

creation of a communicative orientation of each word and utterance of the child;

improving the lexical and grammatical means of the language;

improving the sound side of speech;

development of dialogical and monologue speech;

the effectiveness of play motivation of children's speech;

the relationship of visual, auditory and motor analyzers;

cooperation speech therapist with children and with each other;

creating a favorable psychological atmosphere in the classroom, enriching the emotional and sensory sphere of the child;

familiarizing children with the past and present of Russian culture, folklore.

MNEMOTEKHNIKA

Mnemonics translated from Greek - the art of memorization, memory development technology... This is a system of methods and techniques that ensure successful and effective memorization of information. Idea: a picture is invented for each word or phrase and the entire text is sketched. Any story, fairy tale, proverb, poem can be "Write down"using pictures or symbols. Looking at these schemes, the child reproduces the information received.

The diagrams serve as a visual plan to help the child recreate what he heard. I use such cards of the support scheme very effectively in work. Mnemonics and kinesiology(the science of developing the brain through certain hand movements) used by Aristotle and Hippocrates.

Such techniques are especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. I use mnemonic tables in the classroom for the development of coherent speech, which allows children to more effectively perceive and process visual information, recode, save and reproduce it in accordance with the assigned educational tasks. A feature of the technique is the use of not images of objects, but symbols for indirect memorization. This makes it much easier for children to find and memorize words.

Mnemonics helps in development:

coherent speech;

associative thinking;

visual and auditory memory;

visual and auditory attention;

imagination;

accelerating the process of automation and differentiation of the delivered sounds.

The essence of the mnemonic diagrams is next: a picture is invented for each word or small phrase (picture).

Thus, the entire text is sketched. Looking at these diagrams - pictures, the child easily reproduces text information.

SAND THERAPY

The diverse possibilities of sand therapy contribute to better speech correction and the development of the emotional-volitional sphere.

The tasks that I solve on occupations:

Improving the skills and abilities of practical communication, using verbal and non-verbal means.

Playing with sand is a natural and accessible form of activity for every child.

SAND THERAPY

promotes:

improving the skills and abilities of practical communication, using verbal and non-verbal means;

enrichment of vocabulary;

the development of coherent speech;

encouraging children to be active and concentrate;

the development of imagination and imaginative thinking.

When playing with sand:

The level of muscle tightness and psychoemotional tension decreases.

There is an enrichment of the game experience and, as a result, creative activity and independence in the game.

Children develop the capacity for sympathy; the ability to provide support, help, show attention, care, participation is formed.

The skills of a constructive way out of problem situations are developed.

Computer technologies belong to the number of effective teaching aids that are increasingly used in special pedagogy. Analysis of the literature shows that computer tools represent for a specialist not a part of the content of correctional education, but an additional set of possibilities for correcting deviations in child development. A defectologist using computer technician work, it is necessary to solve two main tasks of a special learning: to form in children the ability to use a computer and use computer technologies for their development and correction of psychophysiological disorders.

The priority task of using a computer in work is not teaching children the adapted fundamentals of computer science and computing technicians, but in the complex transformation of their habitat, the creation of new scientifically grounded means of developing active creative activity.

In the classroom, the computer helps to carry out physical exercises, exercises for the eyes, interactive games for the development of phonemic processes.

, teacher-speech therapist MDOU №36, city district of Samara

Important in the educational process of a preschool educational institution is the implementation of correctional work, which is aimed at the timely identification and elimination of violations of the speech and personal development of preschoolers.

In order to carry out corrective work on the basis of the kindergarten, there are speech therapy station, which provides an individualized and systematic approach to the correction of speech disorders.

The speech therapy center operates in accordance with the requirements of the main regulatory documents:

• Law of the Russian Federation of 10.07.1992 No. 3266 - I “On Education”;
• Model regulations on a preschool educational institution (approved by the Decree of the Government of the Russian Federation of 12.09.08, No. 666);
• Instructional letter of the Ministry of Education of the Russian Federation "On the organization of a speech therapy center of a general educational institution" dated 14.12.00, No. 2;
• Instructional letter of the Ministry of Education of the Russian Federation dated 07/18/1979. No. 345-M “Regulations on speech therapy stations at secondary schools”;
• Letter of the Ministry of Education of the Russian Federation “On the psychological, medical and pedagogical council (PMPk) of an educational institution dated March 27, 00 №27 / 906-6;
• Recommendations of the Department of Science and Education of the Samara region No. 239 dated 08.12.03. on the choice and use of educational programs and documentation;
• Regulations on the speech therapy point of the preschool educational institution;
• the tariff and qualification characteristics of the speech therapist, set out in the order of the Ministry of Defense of the Russian Federation No. 463/1268 dated December 31, 1995, “On the approval of the tariff and qualification characteristics for the positions of employees of educational institutions”;
• Sanitary and epidemiological rules and regulations SanPiN 2.4.1.2660 –10 of 22.07.2010. No. 91 “Sanitary and Epidemiological Requirements for the Design, Content and Organization of the Mode of Operation in Preschool Educational Institutions”.

The main tasks of the MDOU speech therapy center are:

• timely detection of violations of the development of the speech of pupils;
• determination of their level and character;
• elimination of simple speech disorders;
• referral of children with severe speech impairments and developmental disabilities to the GPMPC, to determine the appropriate form and program of education;
• prevention of more serious speech disorders in pupils, including violations written speech;
• consultative and methodological, educational work among specialists of the MDOU, parents (legal representatives) of the pupils of the MDOU.

During school year at the speech therapy center, work is carried out in various directions:

• organizational;
• diagnostic;
• correctional;
• preventive;
• scientific and methodological;
• relationship with other participants in the correctional process.

As a result organizational work the speech therapy office is being prepared for the new academic year (until September 15): it is systematized and replenished methodological material (for setting and automating disturbed sounds); illustrated and handout material for children enrolled in a speech center (printed board games aimed at automating and differentiating sounds have been prepared).

Medical records of children enrolled in the speech center are studied to clarify the anamnestic data in speech cardsah (in September and throughout the year).

At the beginning of the year, a schedule and a cyclogram of the working time of a speech therapist teacher is drawn up.

Diagnostic work includes speech therapy examination of all ages groups of preschool educational institutions (beginning and end of the year), in order to formulate speech therapy conclusions, as well as enroll children of senior and preparatory groups of kindergarten at a speech center. Among this group of children, a control section of speech development is carried out in January to clarify speech therapy conclusions. And in May, the results of correctional work among children enrolled in the speech center are summed up.

On the basis of the conducted speech therapy examination, “oral speech examination protocols” are filled in for all age groups of the preschool educational institution. The purpose of the protocols is to show the presence of a speech defect in order to formulate an initial opinion.

Children from the preparatory and senior groups with oral speech disorders are enrolled in the speech therapy center, the indicators of their speech development in percentage terms are recorded in the “monitoring protocols of the preschool speech center”, and individual “graphs of the speech development of children enrolled in the speech center” are built. All protocols are drawn up in accordance with the structure of speech impairment of preschoolers. With the help of these protocols, it is possible to clearly trace the dynamics of the speech development of children enrolled in a speech therapy center.

An analytical note is attached to the protocols and individual graphs for monitoring the dynamics of speech development of preschoolers, in which a comparative analysis of examinations at the beginning and at the end of the year is carried out and several groups of children are distinguished: the norm, significant improvements, improvements, without improvements, interrupted classes. The reason for the insignificant dynamics after the correction and speech therapy work in a group of children that was left without improvement is indicated (for example, children rarely attended kindergarten due to illness).

The presence of such documents allows you to quickly make calculations and visually trace the results of speech therapy work.

The teacher-speech therapist sends the children selected for training at the speech therapy center to the psychological, medical and pedagogical council of the preschool educational institution, based on the results of the examination, which makes a decision on the child's enrollment at the speech therapy center. For each enrolled child of preschool age, the speech therapist teacher fills out a speech card in accordance with the structure of speech impairment:

• speech map for children with phonetic-phonemic speech underdevelopment, where the features of phonemic perception, syllable structure, sound pronunciation are noted in detail;
• speech map for children with mild general speech underdevelopment, where the state of the dictionary, grammatical structure, coherent speech, features of phonemic perception, syllable structure, sound pronunciation are more fully revealed.

The use of such speech maps allows you to trace the child's speech development and draw up an individual development program according to the structure of the speech disorder. In speech maps, the speech therapist teacher notes not only violations in speech, but also explores the preserved speech abilities of children. Therefore, an individual development program is drawn up taking into account these opportunities to correct the identified violations.

In individual development programs, the directions of correctional work are highlighted, which make it possible to eliminate the identified speech and non-speech disorders and gaps in the skills and abilities of the child, relying on his preserved speech capabilities.

Such a plan will make it possible to systematize classes, increase their effectiveness and strengthen correctional focus, as well as implement a personality-oriented approach in teaching and upbringing.

An individual development program is drawn up for six months and is implemented in individual lessons. At each stage of the correction, this program includes blocks, the work on which can continue in the subsequent, or end within one period, etc.

Since there is no program for working with children in the conditions of a speech center, the speech therapist relies on methodological recommendations, and the only form of correctional work is individual lessons, therefore, thematic long-term planning of group work with children is not carried out. Speech therapy classes with each child are held at least twice a week. The duration of the lessons is 15-20 minutes. The “speech therapy attendance log” records the number of sessions conducted during each month. This magazine reflects the real work of a speech therapist with children, the number of individual lessons corresponds to the cyclogram of the specialist's working time.

Correctional and developmental work in accordance with speech therapy conclusions is carried out directly with children enrolled in a speech center throughout the school year.

Children of preschool age who attend a preschool educational institution and have:

• phonetic underdevelopment;
• phonetic and phonemic underdevelopment;
• mild general speech underdevelopment.

Children identified during the examination with severe speech impairments (general speech underdevelopment, alalia, dysarthria, rhinolalia, stuttering), with other developmental disabilities (mental retardation, visual impairment, hearing impairment, intellect, etc.) are sent to the PMPC in order to clarify speech conclusion and solving the issue of further training in a preschool educational institution of a compensatory type or in groups of a compensatory orientation.

Admission to a speech therapy center is carried out during the academic year as the seats become available, while speech therapy classes are attended by no more than 25 children at a time.

Since the speech center enrolls children with simple speech disorders (phonetic, phonetic-phonemic speech underdevelopment, mild general speech underdevelopment), it is important that individual correctional work includes exactly those areas that correspond to the structure of speech disorders.

With phonetic underdevelopment of speech, phonetic-phonemic underdevelopment of speech, mild general underdevelopment of speech, correction of sound pronunciation includes the following stages:

I. Preparatory;

II. The stage of formation of primary pronunciation skills and abilities;

III. The stage of formation of communication skills and abilities.

Work at the preparatory stage is aimed at:

Development of clear coordinated movements of the organs of the articulation apparatus, preparation of the organs of articulation for the production of certain sounds;

Development of speech breathing and a strong long-term air jet.

Stage of formation of primary pronunciation skills and abilities:

1. Statement of disturbed sounds, using various methods of imitation, mechanical, mixed.

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 communication skills and abilities involves the automation of the delivered sounds in spontaneous speech.

With phonetic-phonemic speech underdevelopment and mild general speech underdevelopment, one of the important areas of work is the development phonemic hearing.

Correctional work includes the following stages:

I. Development of auditory perception, attention;

II. Development of phonemic hearing;

III. Formation of sound-letter and syllabic analysis and word synthesis.

At the stage of development of auditory perception, attention is carried out:

1) exercises aimed at differentiating sounds that differ in tone, pitch, duration;

2) reproduction of the rhythmic pattern by ear.

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;

2) exercises for the differentiation of sounds similar in articulatory or acoustic properties.

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 different syllable structures;

2) sequential isolation and combination of syllables in words of different syllable structures;

3) designation of vowels and consonants (hard and soft) sounds with tokens of the corresponding colors;

4) drawing up of conditional-graphic diagrams.

With a mildly expressed general underdevelopment of speech, in addition to those listed above, the following directions work:

Dictionary completion:

1. nominative dictionary;
2. predicative dictionary;
3. dictionary of signs;
4. numerals and pronouns;
5. word formation skills.

Improving grammatical structure:

1. inflection;
2. agreement.

Improving coherent speech:

1. retelling;
2. story based on a series of plot pictures;
3. a story based on a plot picture.

The planning of the content of speech therapy classes is carried out weekly: the main directions in which it is planned to work in the lesson are described, the names didactic games, articulation exercises, for what purpose they are performed.

Such planning allows you to more clearly track the stages at which work was completed in previous classes and, therefore, more efficiently carry out the correction.

A special room has been allocated for the operation of the speech therapy center in the preschool educational institution,

which meets pedagogical and sanitary and hygienic requirements, fire safety rules and is adapted for individual and subgroup lessons with children, consultations for parents.

The entire space is divided into four zones:

1. The spatially organizing element of the first is a wall mirror, in front of which a significant part of the lessons on sound production and their primary automation is carried out, the height above the floor is correctly determined, the lighting for day and evening activities is thought out, the appropriate table and chairs are selected. In the required quantity, there are individual cotton swabs, disposable handkerchiefs, pictures-symbols for performing articulation exercises and diagnostic examination. 2. The second area of \u200b\u200bthe office is designed for subgroup lessons with children and its elements are tables and chairs that correspond to the height of the children, a wall board, and a flannelgraph. In the required quantity, there are coloring books, colored pencils, as well as visual aids and games that are used as needed during classes (depending on the goal). All material is systematized, grouped by topics, areas of work. The speech center has the following visual aids and games:

For the formation of phonemic perception and sound skills

analysis: sound rulers, chips, "Speech therapy loto", "Sound clock", "Hearing", "Magic patterns".

To form the correct sound pronunciation: “Lotto-mosaic”, “Pyramid”, “Shop”, “Locomotives”, “Piano”, “Caterpillar”, “Packing suitcases”.

For the development of fine motor skills: “Magic ropes”, “Collect the beads”, “Laces”, “Rain”, “Path”, “Decorate the Christmas tree”, “Boot”.

3. The equipment of the third zone - the speech therapist's workplace - includes a desk, chairs for adults, cabinets for books, toys, visual aids and equipment, an hourglass, a stopwatch. Visual and didactic manuals are colorfully designed, multifunctional.

It should be noted that for effective work with parents, auxiliary visual aids are widely used: each group is equipped with special "speech therapy corners", information about the types and causes of speech disorders, tasks of corrective speech therapy and preventive work with children is offered in the locker rooms of each age group. specific methods of strengthening the correct pronunciation of sounds in preschoolers, improving the grammatical means of speech, which are recommended to be used in the family.

The use of visual aids and TCO help the speech therapist teacher to solve

a wide variety of tasks:

Communication of new knowledge and consolidation of existing ones,

Activation of the children's vocabulary,

Development of imagination,

Formation of cognitive processes,

Ability to creatively process information.

TCO classes are planned in such a way that the use of

technical means of teaching does not violate the total duration of the lesson and does not lead to overwork of children.

When constructing classes, the teacher takes into account the psychophysical and individual

features of children.

During preventive work in September and May, a speech therapy examination of the junior and middle groups of kindergarten is carried out, and medical records are analyzed. The examination protocols are filled in, the speech therapy conclusions are clarified and individual counseling of parents and educators is carried out based on the results of the examination, where appropriate recommendations are given.

Educators whose children are enrolled in a speech therapy center are offered information

on the results of correctional work at a certain stage, thereby stimulating them to continue this work in a group. In turn, educators share with the speech therapist their observations of the child's speech in the group (outside of speech therapy classes) at this stage. The program of joint actions for a week with each child is being adjusted.

Educators whose children are not enrolled in the speech center are provided with information for the purpose of prevention speech disorders.

Every year, the teacher-speech therapist conducts thematic counseling for educators and parents of pupils, organizing workshops, where appropriate recommendations are given.

During the year scientific and methodological work: Attendance at seminars and methodological associations organized by the MOU DOD DOOC “Pomoshch”.

Since the time of correctional classes with children in kindergarten is strictly limited, and speech therapy classes cannot include all lexical and grammatical material, then relationship with participants in the educational process: educators, music director, instructor physical culture, a psychologist - very relevant.

The teacher-speech therapist in the classroom pays special attention to the correction of sound pronunciation. But if the child's grammatical structure, vocabulary, and coherent speech are insufficiently developed, then the teacher includes the improvement of these aspects of speech in his work plan.

Thus, the work of the educator and the speech therapist is coordinated: the speech therapist teacher selects material for his studies that is as close as possible to the topics studied by children in the classroom with educators, and also takes into account the requirements of the training program implemented in kindergarten. When conducting classes, individual work with children, the teacher takes into account the stages of speech therapy work with the child, the levels of development of the phonemic side of the child's speech, grammatical, vocabulary and coherent speech skills.

The speech therapist teacher also recommends that educators conduct in the morning and evening hours complexes of articulation and finger exercises and include in their individual work the reading of poems and riddles, the extraction of words with a given sound from the text, the sound-letter analysis of two or three words, the invention of pure phrases - fables, pure phrases - “ laughs ”.

For the successful overcoming of speech disorders in children, the relationship in the work of a speech therapist with a music director is important.

The importance of developing correct non-verbal and verbal breathing, a sense of rhythm, and coordination of movements in preschoolers unites the efforts of both specialists.

Listening to music, the child learns to distinguish its dynamic shades, determine the tempo, rhythm, and also subordinate his movements to all musical changes. Thus, the child's motor skills are corrected and improved, which is important for the development of general motor skills and is one of the stages of correcting violations of the syllable structure of words.

It should be noted that the speech therapist teacher participates in the selection and development of speech material for holidays and entertainment, taking into account the individual capabilities of children.

The joint work of a speech therapist and a physical education instructor is carried out in several aspects. The development of all types of breathing is carried out by including in physical training exercises that regulate physiological and speech breathing; synchronicity of speech and non-speech exhalation, its smoothness and duration. When planning classes, a physical education instructor takes into account the state of the general motor skills of children enrolled in a speech therapy center.

The teacher - speech therapist, when drawing up individual long-term plans, takes into account the results of diagnostics carried out by the teacher - psychologist. Together with him, further correctional work is being built on the development of higher mental functions (perception, attention, memory, thinking). When conducting classes, the teacher-psychologist takes into account the stages of speech therapy work with the child.

With narrow specialists, the achievements of children in the relevant classes (music, physical education) are discussed according to the stages of the speech therapist's work with these children. Teachers share with a speech therapist their observations of the speech of children enrolled in a speech therapy center in the corresponding classes. Changes are made to the individual development program for children for the next stage of correctional work. Thanks to such close work of a speech therapist and all preschool teachers, high results are achieved in the correction of speech impairments in children, as well as their prevention.

Literature.

Lyudmila Nakhasheva
Summarizing the experience of a speech therapist teacher on the topic "Interaction between a speech therapist and a primary school teacher"

Summarizing the experience of a speech therapist teacher on the topic: "Interaction of a speech therapist and primary school teacher in solving problems of education quality ".

Cooperative activity speech therapist and primary school teachers starts from the first day of school. Interaction at work occurs in almost all forms learning activities... Many of the problems that hinder successful learning skills can be corrected in speech therapy sessions.

According to a jointly drawn up plan, the speech therapist takes part in work:

Methodical association primary school teachers;

Pedagogical councils;

Psychological, medical and pedagogical council, where the reasons for the failure of children are considered and ways of their psychological, medical and pedagogical support are developed.

One of the most important conditions for joint the work of a speech therapist and teacher is to develop uniformity of requirements for students.

Me speech therapist and primary school teachers, requirements developed, to achieve the goal of each activity with children logopaths: - comprehensively develop the personality of the student - speech pathologist;

Education should be educational in nature;

-consider age characteristics of children;

-consider the structure of the speech defect and, in accordance with this, select the available material;

Implement an individual approach against the backdrop of collective activities;

To achieve the strength of the acquired knowledge and skills;

Provide software requirements taking into account possible specific (speech) errors;

Make extensive use of visualization, game methods and techniques.

During the academic year from teachers consultative job.

In September teachers were familiarized with the results of the initial speech therapy examination. Together with teachers a schedule of speech therapy classes was drawn up, the directions of individual correctional work with children... During the academic year, all teachers receive the necessary consultations. On the lessons teachers use complexes of breathing and articulation exercises suggested by a speech therapist. As a speech therapist, I include in the structure of the lesson lexical topics that children learn in the classroom, eg: "School", "My family", "Wild and Domestic Animals" and others, lexical topics reflecting the regional component are also used, eg: "Animals and Birds Krasnodar Territory» , "Features of spring in the Kuban", "Our village", "Fauna of the Krasnodar Territory" etc. Teachers, in turn, fix spent in speech therapy classes, skills in correcting oral and written speech. Teacher and the teacher, with the help of a speech therapist, exercises control over the correct speech of children, participates in the formation of their self-control. In addition, he helps the child formulate answers in the classroom and organizes speech communication between the student and peers. This is especially important for stuttering people who have an acute communication problem, as well as for children with general speech underdevelopment.

Children show their knowledge and skills at a speech therapy matinee, which is held within a week "Psychology and correction".

For students 1 class, together with the teacher, during the additional winter holidays, an entertainment event was held "Entertaining speech therapy".

FROM teachers home education, individual consultations are provided on themes: "A variety of methods and techniques for the development of coherent speech", "How to help a stuttering child?", "Development of visual perception in primary schoolchildren" and etc.

In the speech therapy office in the speech corner, recommendations for teachers and parents are updated. Systematic job in close contact with teachers, attending lessons teachers with the aim of observing students - speech, they give a high efficiency of each lesson, timely identification of the difficulties that the child experiences in the classroom and the definition of goals for each lesson.

Related publications:

This work will be interesting for both a novice speech therapist and a speech therapist with experience. It consistently reflects the stages of correctional work.

Today there have been changes in the system of Russian education, renewal of its quality. In connection with the approval and implementation, Federal.

Slide number 1 Popova Natalya Valerievna, speech therapist, kindergarten number 40 "Brigantina", Fr. Balashikha. Slide number 2 Dear jury, dear.

Message "Interaction of a speech therapist teacher with an educator in the correctional educational process" Post on the topic: "Interaction speech therapist with an educator in the correctional and educational process "Elena Karaganova From coherence.

Even L. S. Vygotsky noted that a defect in some analyzer or an intellectual defect does not cause an isolated loss of one function.

Municipal budgetary preschool educational institution of combined type kindergarten "Rosinka"

Submission of work experience on the topic:"The system of interaction of a speech therapist teacher with educators and parents in kindergarten"

Speech therapist: Shutrova O.P.

pgp. Pionersky, 2014

At present, the interaction of a speech therapist teacher with families of children with speech deficiencies is the most urgent. The modern concept of preschool education initiated the reform of preschool education, which states that the family and preschool educational institutions, having their own special functions, cannot replace each other.

The RF Law "On Education" states that one of themain tasks facing the kindergarten is an interaction with the family to ensure the family education of children with speech impairments. Modern changes in the preschool education system are reflected in the content of correctional and developmental education for children with speech disorders.

Undoubtedly, every parent dreams that his child would grow up healthy and successful, be able to achieve more than he himself, learn to better understand people and interact with them. But few people thought about how important a child's ability to speak correctly and beautifully plays in all this. Speech is one of the most powerful factors and stimuli for development in general. We can say that a person's speech is his calling card.

Relevance the problems of family upbringing of children with speech disorders are determined by successful work with families of pupils of a preschool educational institution. The efficiency of the activity of the preschool institution itself, its material support and interaction with the family, which makes it necessary to look for new forms of this work, depend on what this work will be.

The effectiveness of the pedagogical activity of a speech therapist in working with preschool children with speech disorders will be fully presented if one of the most difficult problems is solved - eliminating the difference in the positions of teachers and parents on the issues of speech development of children. Parents often spontaneously remove themselves from work on correcting speech defects in children, since they do not possess the necessary pedagogical knowledge and skills. As a rule, they experience difficulties because they cannot find free time to study with the child at home and do not know how to study.

In addition, a certain part of teachers underestimates the importance of the life of preschoolers in the family, and finds it difficult to fulfill this significant factor in correctional work. The lack of systematic feedback from the family deprives teachers of the opportunity to be sufficiently informed about the nature of the speech activity of children in everyday life situations.

The conscious inclusion of parents in a joint correctional process with a speech therapist can significantly increase work efficiency. The creation of a single space for the child's speech development is impossible if the efforts of the speech therapist and the parents are carried out independently of each other and both parties remain in the dark about their plans and intentions.

I build my communication with my parents on the basis of the principle" The parent is not a guest, but a full member of the DOW team ", because I think that we have one common task with them - the upbringing of a highly moral person. Interaction between a speech therapist and the family is a necessary condition for the full speech development of preschoolers, since the best results are noted where speech therapists and parents act in concert. family "should not be confused with the concept of" working with parents ", although the second is an integral part of the first. Interaction necessarily implies control, or feedback, while control should be unobtrusive, mediated.

Work experience has shown that the family is competent parents who take on reinforcing and supporting functions in the work on speech, thereby creating favorable conditions for development of your child.

All our interaction with colleagues, relatives, relatives, friends is based on communication. Sometimes it becomes very important what and how we say. Convincing that you are right, impressing the person you like, defending your rights, winning your rightful position in life - all this can be done with the help of eloquence.

Unfortunately, in recent years, such a phenomenon as speech impairment and a slowdown in the speech development of a child has been encountered quite often. This, of course, complicates his communication in society and, subsequently, may affect the social adaptation and success of an adult. Therefore, it is very important to pay attention to possible disorders in the baby in this area as early as possible and prevent their development.

The purpose of speech therapy work with children in kindergarten is the development of speech, the correction of its phonetic and phonemic deficiencies, the formation of the ability to use speech as a means of communication for further successful socialization.

Correct speech is the merit of not only the educator and speech therapist, but also the parents, those who are imitated by the crumbs, for whom the parents are an example, an example not only at the moment, but for life.

The family is the first social community that lays the foundations for the child's personality traits. In the family, he acquires the initial experience of communication. Here he develops a feeling of trust in the world around him, in close people, and already on this basis, curiosity, curiosity, cognitive and speech activity and many other personal qualities appear. All this must be taken into account when planning work with the family.

It is difficult to overestimate the importance and variety of forms of work of a teacher - speech therapist with parents. The need to use them is important not only for teachers, but, above all, for parents whose children attend a preschool institution. The trouble of many modern parents is poor pedagogical knowledge, detachment, the reasons for which are hidden, first of all, in the absence of elementary psychological and pedagogical knowledge and the unwillingness of parents to understand the complex world of the child. Therefore, the success in the upbringing and education of children in a preschool institution largely depends on how the pedagogical education of parents is organized. Working with children with speech underdevelopment includes correctional and educational impact on the part of the preschool institution and parents.

For the training and development of these children, I define a modern conceptual approach, I strive to search for variable developments, using new approaches to teaching, carefully select forms and methods aimed at correcting speech disorders.

In my corrective work I use the following theoretical approach s:

 personality-oriented and competence-based approaches, involving analysis and generalization, the development of methodological conditions for studying the needs of a modern family, the formation of parental competence;

a spheral approach, involving the study of the state of interaction between a teacher and the families of pupils, and the introduction of such forms of cooperation that allow coordinating pedagogical guidelines for the development, upbringing and teaching of children

 a differentiated approach aimed at developing an individual correctional and educational route for a child together with parents.

Main directions of activity and (diagram 1)

 Analytical.

Study of the family of a child with a complex defect structure, monitoring.

 Planning and organizational.

Planning and organization of work with parents to overcome the structure of the child's defect.

 Methodical.

Development of methodological support for a system of work with parents to correct OHP in preschool children in the framework of full-time and part-time forms of work.

Correction of preschool age is carried out according to the developed system, which includes:

 definition of goals and objectives;

 planning work with parents;

 individual route of the child's development together with the parents;

 organization of correctional and educational activities together with parents;

 methodological support;

 monitoring

My MOTTO in working with parents: WE ARE READY TO WORK WITH YOU, BUT NOT INSTEAD OF YOU!

Success in the upbringing and education of children largely depends on how parental education is organized and how diverse and interesting the forms of interaction are. I will namemain forms of interaction with families:

Family club "School of a successful parent" (Appendix No. 1 - regulations on the work of the family club, notes of parent-child activities, video "Autumn Garden")

This form allows parents to be interested, to activate them, to make them participants in the event. Holidays are useful for developing communication skills and abilities, increasing self-esteem, awareness of the need for correct speech, consolidating the material learned. After all, it is not for nothing that the proverb says "A child grows not from bread, but from joy."

Parents' participation in project activities

Parents' meetings (Appendix No. 2 - model of the parent meeting, presentation slide No. 1)

It is important for the parents to act at the meeting, to be included in this or that work offered to them. At the first group parent meeting, I explain to parents that adult family members are responsible for creating motivation for the child to study at home, conducting classes with the child in various forms outside of kindergarten, taking additional measures in the presence of disorders accompanying the main defect (consultation of a neuropathologist, neuropsychiatrist, orthodontist). I emphasize the importance of systematic work with the child. Also, parents receive information on how to study at home, how to keep individual notebooks.

Information brochures (Appendix No. 3 - memos, booklets) contain brief informational material on the correction of speech disorders

Workshops (Appendix No. 4, abstracts of workshops)

"Parent + child" to provide parents with joint forms of activity with children with a correctional orientation, while solving the problems of an individual program of work with the family. A prerequisite is the presence of parents, especially the mother: "We learn from those we love." The efficiency increases significantly also because the parent gradually masters purely speech therapy skills and abilities, a good parent inevitably becomes "a little family speech therapist." Observing the work of a speech therapist, parents are more willing and better at doing homework with their child, the process is accelerated twice.

Joint learning by mother and child of articulatory gymnastics techniques, finger games, etc.

Doors open days (Appendix No. 5 - GCD abstracts, video recording of GCD).

Open days are held 1-2 times a year to familiarize parents with the organization of correctional and educational work with children in kindergarten, the successes and problems of the child, the peculiarities of working with him.

This form introduces parents to the organization of educational and correctional work in a group.

Thematic exhibitions

Develop the ability to act together, developing knowledge of the environment, gaining experience of communication

Holidays and entertainment

During the school year, various entertainment events are held for children and parents. I take an active part in them, children and parents hear the correct speech and appropriate intonation not only in the classroom, but also during leisure hours.

Questionnaire (Appendix No. 6 - questionnaires, survey analysis)

The content of the questionnaires is changed annually. Constant awareness of the degree of parental satisfaction allows us to build work with each family in its own direction.

Sound automation notebooks (Appendix # 7 - a notebook for individual work)

Allows you to automate sounds at home and put them into speech

Parental five minutes - short-term personal consultation

Introducing parents to interesting games for the development of logical thinking and speech

Consulting on inquiries

Includes: a statement of the dynamics of speech development (which he coped with, which still causes difficulties), exchange of impressions and observations of the child's speech, individual workshops, adjusting the plan of joint activities for the development of speech, recommendations and tasks for the child's parents, setting an approximate date for the next meeting ...

Home library of copyright manuals

They can be successfully used as a methodological and visual material for individual lessons for parents with a child on the instructions of a speech therapist. A detailed description of all concepts, terms, tasks and exercises allows an adult who does not have special training to successfully engage in corrective and developmental activities. Used as a methodological and visual material for individual lessons for parents with a child on the instructions of a speech therapist

Media (I maintain a personal page on the site )

Material is offered not only for parents of preschool educational institutions, but also informational material for the general public is provided on working with children-speech pathologists.

Parent's corner (Appendix No. 8 - folder "Lexical topics for parents")

In addition to its main task (informing the parent about the organization of the educational process, documents, announcements, announcements of seminars, trainings and other events, etc.), it solves other problems. Here a parent can read an article from the series "In the Speech Therapist's Office" (which are periodically updated), how to study at home on a lexical topic, etc.

Sliding folders (Appendix No. 9 - moving folders) contain material with developed complexes of games, exercises, as well as reinforcing material knowledge of children on lexical topics for practical use with children at home.

The conscious inclusion of parents in a joint correction process with a speech therapist can significantly increase the effectiveness of joint work. There is an understanding that the creation of a single speech space for the development of the child is possible under the condition of close cooperation between the speech therapist and the parents. Cooperation between the family and the speech therapist teacher is becoming more and more in demand; teachers are looking for new points of interaction, forms of work with parents. Enhancement pedagogical culture parents - the basis for improving the full development of the child. The involvement of parents in the upbringing and educational process, their interested participation in correctional and pedagogical activities is important not because the teacher-speech therapist wants it, but because it is necessary for the development of their own child.

Interaction with educators

The success of corrective speech therapy work in preschool conditions largely depends on the coordination in the work of the speech therapist and the group educators. Only close contact of a speech therapist and educators can contribute to the elimination of speech disorders in preschool age, and therefore further full-fledged education at school.

Together with the educators, we arrangeparent's corner , prepare and conduct parent meetings (see minutes of parent meetings).

In interaction with teachers, I use such a form of work asworkshops ("Effective methods of teaching preschoolers with ONR to compose descriptive stories", etc.).

I take part in the work"School of a young teacher" ("Organization of interaction with the family for the prevention of OHP in preschool children").

Together with teachers, I will organizeproject activities (presentations of creative projects: "The Tale of funny tongue"," Child-parent club as a form of interaction between speech therapist and family ").

With the educators of the compensating group, “Notebook for interaction with a speech therapist ", where teachers, on the recommendations of a speech therapist teacher in the evening, work out, fix speech material with children individually.

On MO teachers The preschool educational institution is sharing our pedagogical experience with educators (speech "Professional standards of a teacher in the conditions of the Federal State Educational Standard").

Together with educators I take part in the workcreative team "Correctional work in the preschool educational institution."

Findings:

Today we can say that I have developed a certain system in working with parents and educators, a system of mutual respect has been created. The use of various forms of work gave definite results: the parents from the "spectators" and "observers" became active participants in the meetings and assistants of the speech therapist teacher.Increased parental interest and involvementin correctional work with children with speech disorders.