“A good, clear pronunciation of a word, such that each of the sounds that make up the word is heard, and a sensitive ear in distinguishing these sounds - these are the main foundations of spelling.”
Ushinsky K.D.
Memo for parents
Dear parents!
You dream that your child will be healthy, capable, smart and literate!
We invite you to achieve what you want together with a speech therapist. For this it is necessary Always follow simple rules, namely:
You need to exercise daily for 10–15 minutes.
Carry out the tasks of the speech therapist in a playful way.
Even for small successes, a child should always be rewarded.
In everyday involuntary activities, do not forget about the goal and pay the child’s attention to both his own speech and the speech of those around him.
Pure sayings, proverbs, riddles, poems, fairy tales, stories and retellings help to reinforce the given sounds.
Pay attention to your own speech: speak slowly, measuredly and clearly.
Remember: Your speech is an example for the child.
Avoid mimicking or ridiculing your child’s speech.
See a speech therapist as soon as requested.
If these requirements are not met, the school teachers will raise the issue of removing the child from speech therapy classes.
Remember, big victories come from small victories!
MAYBE YOUR CHILD NEEDS A Speech Pathologist OR Speech Pathologist?
Pay attention to your child's speech. Is something bothering you? Consult a specialist. He will dispel your doubts, and if necessary, he will suggest the most suitable way for your child to solve the problem. Do not put off visiting a speech therapist for too long, otherwise the favorable time may be irretrievably lost.
IS YOUR ADMISSION TO 1st GRADE SOAR?
For a child to successfully study at school, the following skills and abilities must be developed by the end of preschool age:
1. Correct pronunciation and distinction of sounds.
2. Competent presentation of your own thoughts.
3. Active development and replenishment of vocabulary.
4. The ability to distinguish the semantic meaning of words.
Unfortunately, at present, most children have insufficient development of these skills, which is why a lot of problems arise with teaching a child to read and write in elementary school. SEEK A Speech-Language Pathologist OR Speech Pathologist for Consultation.
Speech therapist's advice to parents
IF YOUR CHILD STARTS TO “STUMPER” IN SPEECH, CONTACT A NEUROLOGIST IMMEDIATELY.
IF YOUR CHILD HAS BEEN DIAGNOSED WITH “LOGONEUROSIS” OR “STUTTERING,” THEN YOU SHOULD BE SURE TO FOLLOW THE FOLLOWING SIMPLE RULES:
1. You should not finish words or thoughts for your child; wait until he says everything himself.
2. Try not to hide your eyes, but maintain visual contact with the child.
3. Set the tone in your speech: speak calmly, smoothly. The child will try to speak the same way.
4. Talk to your child without being distracted by other things.
5. Create a calm, positive environment around the child, exclude any traumatic situations, prolonged viewing of videos, etc.
6. Never criticize or punish a child for incorrect or slurred speech.
7
. If your child is interested in the issue of stuttering, do not be afraid to talk about it openly.
8. Follow your doctor’s orders and speech therapist’s advice.
DOES YOUR CHILD NEED A Speech Therapist?
YES if:
- Your child is reluctant to talk and is more silent;
- incorrectly pronounces sounds in words;
- has problems understanding your speech;
-distorts the syllabic structure of a word (locomotive - pavoz, etc.);
- has a low vocabulary;
- cannot talk coherently about anything;
The child has a nasal tone of voice, regularly repeated hesitations in speech, or blurred, unclear speech that is incomprehensible to others.
If at least one point is present, then there is cause for concern and seeking advice from a speech therapist. Don't put off solving the problem for too long. Time may be lost forever!
DEVELOPING A CHILD'S SPEECH....IN THE KITCHEN
You don't have time to study with your child? Need to cook dinner? Then these tips are for you!
You cook, and your baby plays nearby, or rather, he “helps.” By developing a child's fingers, we develop his speech.
1. Game "Cinderella". Pour peas and rice or beans and buckwheat into a plate and let the baby separate them into two piles.
2. If you spread a thin layer of plasticine on a piece of cardboard, then with the help of the same cereal the child will be able to lay out an image of some object. You will get an applique of cereals.
3. Allow your child to play with raw pasta. They come in different shapes and sizes. Pasta can be laid out in various patterns or strung on a thread to make beads for mom.
You can also play word games.
1. “What do you need for borscht?” The child names all the foods and vegetables. To make the game fun, you can name those products from which borscht is not cooked.
2. “Name the pieces of furniture” (dishes, all fruits, all flour or dairy products).
3. “What is needed for what?” Purpose of different kitchen utensils.
4. “Guess what it is?” Name the characteristics of the object (white, cold, sweet - ice cream, etc.)
By using your imagination, you can help your child explore the world and develop speech.
Mistakes parents make when teaching children to read
Do you want to teach your child to read? Then do it right! Don't make mistakes, the consequences of which have to be corrected with great difficulty.
When showing a letter, we call it like a sound. For example, the letter C, not ES. We learn to distinguish this sound, find it in words, and come up with words with this sound. ES is already 2 sounds and when reading the syllable SA, the child will read ES. Avoid "talking" alphabet. It is voiced by non-professionals.
Teach fluid reading, not individual letters (letter-by-letter reading). For example, we correctly pull SSSSAAAAAA, and not C, A - SA. First we teach syllabic reading, then gradually move on to reading whole words.
We often hear: “He can’t pronounce the letters.”
Attention! We pronounce and hear SOUNDS, and we see and write letters!
Anastasia Gredyakina
Correctional subject development environment speech therapy group and speech therapy room for preschoolers.
Speech development is the most important condition for the full development of children. To correct speech deficiencies, enrich and improve speech, it is necessary to create a favorable speech environment that would serve the interests, needs and development of children.
The formation of correct speech, the development of cognitive activity, the emotional-volitional sphere in children with speech disorders is a complex and multi-component pedagogical process in structure. It has been proven that the creation of conditions for development, upbringing and training, as well as a correctional and developmental environment that is comfortable in all respects, has the maximum impact on the development of children’s communicative and speech abilities.
Material and technical equipment group and office basically meets the requirements - it is developmental and correctional in nature, creates conditions for the creative activity of each child, provides children with the opportunity for active, purposeful and varied activities.
The most noticeable and educational part of our group is the wall,designed in the form of a city. She helps us a lot in our work, studying lexical topics, in mathematics, literacy classes, etc.
We have a pronunciation correction zone issued, connecting insects with the lexical topic and playing with prepositions.
I also wanted to make an information center for parents with my own hands and present it in the form of a carousel from a famous cartoon.
IN group We have a miracle tree growing, on which removable Velcro material changes depending on the time of year.
IN registration as you have already noticed, we use oracal, a colored adhesive film, it is very good for decorative registrations,very easy to use.
Our children sleep in the bedroom and see fabulous dreams that little magical fairies bring to them).
Design of a speech therapy room:
Now all stands can be ordered and made on special panels, but making teaching aids with your own hands is dearer and nicer)
Publications on the topic:
“Professions in construction” lesson notes in the speech therapy group of a speech therapist teacher Summary of direct educational activities on speech development on the topic: “Professions in construction” for children with severe disabilities.
Dear colleagues and guests of my page! This year, at our preschool institution, we held a competition for teachers “For the best design.
Annual plan of a speech therapist teacher in a senior speech therapy group Activities Dates Organizational work Preparing the classroom for the new academic year Until September 1 Primary and in-depth examination.
Everything flows, everything changes. and changes have occurred in our institution. I was given a new office, I needed to do some renovations and move.
On the eve of each new year, I try to create a unique fairy-tale atmosphere in the speech therapy room. For this I am developing together.
In our kindergarten, as in many kindergartens, teachers try to decorate their groups for each season. The experts decided not to either.
Parent meeting for parents of the speech therapy group “The relationship between the work of the family and the speech therapist.” Parent meeting. Topic: “The relationship between the work of the family and the speech therapist.” Goal: forming an active position of parents, attracting their attention.
Timely mastery of correct, clear speech is important for the formation of a full-fledged personality. A person with well-developed speech easily enters into communication, he can easily and clearly express his thoughts and desires, ask questions, negotiate with partners about joint activities, and lead a team. Conversely, unclear speech greatly complicates relationships with others and often leaves a heavy imprint on a person’s character. Correct, well-developed speech is one of the main indicators of a child’s readiness for successful learning at school. Speech deficiencies can lead to academic failure and give rise to a child’s lack of self-confidence, and this will have far-reaching negative consequences. Therefore, you need to start taking care of the correctness of your child’s speech as early as possible.
Speech is not an innate ability; it is formed gradually, and its development depends on many reasons. One of the conditions for the normal development of sound pronunciation is the full functioning of the articulatory apparatus. The prevailing opinion that the sound pronunciation side of speech develops independently, without special influence and help from adults - as if the child himself will gradually master the correct pronunciation - is deeply erroneous. But it is precisely this that is often the reason that the development of the sound side of speech, especially at an early age, occurs by itself, without due attention from parents and educators, and therefore a significant number of preschool children have one or another pronunciation defects. And since these shortcomings do not correct themselves, every hour we hear more or less defective speech, both from children and adults.
Non-interference in the process of formation of children's speech almost always entails developmental delays. Defects in sound pronunciation, having arisen and become established in childhood, are overcome with great difficulty in subsequent years and can persist for life. Only qualified assistance can compensate for the defect.
Raising clear speech in children is a task of great social significance, and everyone should be aware of its seriousness: speech therapists, parents, educators, and teachers. The leading role in the work to correct speech defects belongs to the speech therapist. But only classes with a speech therapist are not enough to develop strong skills in correct sound pronunciation; additional exercises are needed - with parents, a teacher, as well as independent training for children.
Forming correct pronunciation in children is a complex process; the child will have to learn to control his speech organs, perceive speech addressed to him, and exercise control over the speech of others and his own. As a result of such work, by the age of four to five years the child should master clear pronunciation of all speech sounds, but for many children this process is delayed. The child is five years old, but he does not pronounce individual sounds ([l], [r]), a group of sounds [s], [z], [ts]) or several groups of sounds: hissing sounds are replaced by whistling ones (“koska” instead of cat, “ siska" instead of a cup); the sound [l] is pronounced like [v] (“louse” instead of a spoon), the sound [r] is burr.
Often, children also suffer from vowel sounds; they pronounce them unclearly, as if blurring their sound. Meanwhile, the correct pronunciation of vowel sounds is very important, since vowels serve as the basis for sound-letter analysis, which prepares the child for learning to read and write. In addition, systematic exercises with vowel sounds serve as speech gymnastics, promoting the development of coordinated movements of the speech organs: the development of speech breathing, voice and diction. Although sound pronunciation defects do not disappear on their own, under favorable learning conditions children are capable of self-correction. The creation of a speech therapy corner in a group will facilitate the organization of independent sound pronunciation classes for children.
The intelligibility and purity of pronunciation of sounds depends on many factors and, first of all, on the anatomical structure of the articulatory apparatus, on how the tongue, lips, jaws act, on a person’s ability to sense and feel the movements of the organs of articulation, as well as on the functional maturity of the speech zones of the cortex brain. In the logo corner, a child can easily reproduce the exercises necessary for training the articulatory apparatus. Often, children experience muscle tension in their articulation organs during a conversation. This also has a negative impact on the process of sound pronunciation formation. Among the manuals for children is a system of relaxing exercises that will help relieve excessive tension from the organs of articulation and help children feel the movements of the tongue, lips, and jaw.
Material on training fine motor skills of the fingers, the development of movements of the speech apparatus, sensations from the movement of the organs of articulation are presented to children in the form of fairy tales, funny clearings, riddles, this helps children more easily remember what they practiced in class and makes independent activity interesting, exciting, and emotional. The child, carried away by the game, trying to comply with its conditions as best as possible, does not notice that he is learning. This means that the correction process will proceed more actively, faster, and overcoming difficulties will be easier.
As K.D. Ushinsky noted, when a child sees a picture, he immediately wants to speak. Therefore, speech exercises are accompanied by illustrations that show how Zvukoznaykin and Slovoznaykin perform these exercises. With the help of these pictures, children will be able to compose and use fairy tales about the “Jolly Tongue”, which create a favorable emotional background.
The duration of regular classes depends on the age and ability of the child. Independent classes are convenient because the child himself can determine the time of the lesson. And if he is interested and gets carried away, there is no need to stop him.
In the speech therapy corner the following can be displayed:
- Finger games learned in class.
- Exercises for the lips, using a combination of lip movements and exhalation.
- Exercises for the tongue, combining movements of the tongue and exhalation.
- Voice exercises based on vowel sounds.
- Analysis of the correct articulation of the sound being studied using reference patterns for lip and tongue postures.
- Games for the ability to distinguish speech sounds by ear, isolate them from words, determine the place of sound in a word, and compare them with each other.
The problem of speech in all its species diversity is relevant in preschool age. Today, there are many techniques that can be used to regulate the process of speech development in children. The most important condition for improving the speech activity of preschoolers is the creation of an emotionally favorable situation that promotes the desire to actively participate in verbal communication. At the same time, play communication between children is of particular importance. Playful communication is the necessary basis within which the formation and improvement of a child’s speech activity takes place.
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Speech therapy corner of the speech group as part of the subject-development environment
The problem of speech in all its species diversity is relevant in preschool age. Today, there are many techniques that can be used to regulate the process of speech development in children. The most important condition for improving the speech activity of preschoolers is the creation of an emotionally favorable situation that promotes the desire to actively participate in verbal communication. At the same time, play communication between children is of particular importance. Playful communication is the necessary basis within which the formation and improvement of a child’s speech activity takes place.
The development of a preschool child is greatly influenced by the space around him, the environment in which he spends most of the time. In a preschool setting, such an environment is a group room. The problem of organizing a subject-developmental environment acquires particular significance when working in speech therapy groups. Children’s activities that are not regulated by the scope of their classes (under the guidance of a teacher or independently) last the longest. During this activity, educators organize individual and subgroup correction-oriented forms of interaction with children. A subject-based developmental environment makes it possible to enrich the experience of a child’s emotional and practical interaction with peers and the teacher, and to include all children in the group in active cognitive activity. The environment stimulates the development of cognition and initiative. In it, children realize their abilities.
The subject-development environment includes a correctional corner in the group. It is a specially equipped space for playing alone or in small groups. Its equipment includes shelving, a mirror, gaming, didactic and visual material. With their help, educators create conditions for correcting deviations in the development of children, stimulating speech activity and verbal communication. The filling of the correctional corner is based on thematic planning on lexical topics. The selection of gaming and didactic material is carried out on the basis of the recommendations of a speech therapist, which makes interaction with teachers not formal, but very close and fruitful. The content is determined not by chance, but in strict accordance with the program, physiological and psychological-pedagogical features of speech formation.
Didactic equipment must correspond to the structure of children’s speech disorders, their individual and age characteristics. Only with this approach is it possible to effectively correct the speech of preschool children. With a random, formal selection of games, children’s perception volume is overloaded and learning ability is sharply reduced.
Game and didactic material is replaced or replenished in the correctional corner weekly, depending on the lexical topic.
It is necessary to diversify the activities of children in the correctional corner. Didactic equipment must meet the needs of the child’s current, immediate development and self-development. A subject space that is empty in content tires and encourages idleness and aggression. At the same time, you should not overload the corner with equipment, because... this makes it difficult to choose.
The material contained in the correction corner is multifunctional. Games should be selected in order of increasing complexity, aimed at the development and correction of speech, the development of phonemic perception, pronunciation skills, auditory attention, verbal memory, articulatory motor skills, games that provide compensation for higher mental functions and constitute the psychological basis of speech, are maximally verbalized.
The more complex and varied the activity, the more necessary speech is, the greater the need for communication. All material must be age appropriate for children. Relying on play as the leading activity of preschoolers provides a significant positive effect in correctional work. The game creates conditions for informal communication between the child and peers and adults, and provides him with complete freedom of action. Therefore, the game material must be accessible to him. This has a positive effect on speech development and intellectual development in general. Compiling gaming and didactic material in the correctional corner on lexical topics presupposes systematic work. It is regulated by educators in accordance with the sections of the program or the corrective tasks being solved.
When creating a group development environment, it is very important that the environment around the children is comfortable and aesthetically pleasing. Beauty shapes a child. Therefore, it is necessary to pay great attention to the aesthetics of the correction corner. Its design should be attractive to children and arouse their desire for independent activity. At the same time, it is necessary to teach children to maintain order in the corner and cultivate a caring attitude towards toys.
It is advisable to locate the correction corner in a well-lit place and somewhat distant from the playing area. This will create more comfortable conditions for studying there. Access to the corner should be convenient so that children can approach it themselves and study. If there is insufficient lighting, additional lighting must be provided. The proximity of the play area will interfere with activities in the corner and distract the child from completing tasks.
The filling of the correction corner should be carried out according to the following sections:
- articulation gymnastics in pictures: (pictures for articulation exercises, sets of exercises for articulation in pictures-tables). You can make this yourself, and take the description from the methodological literature. For example: T.A. Kulikovskaya “Articulatory gymnastics in poems and pictures”, “Articulatory gymnastics in counting rhymes”, V.V. Konovalenko, S.V. Konovalenko “Articulation, finger gymnastics and breathing and vocal exercises”;
– fine motor skills : tops, dry pool, lacing, mosaics, puzzles, stencils for shading, internal and external strokes, pencils, etc.;
– breathing : turntables, pipes, balloons, bubbles, air jet games, etc.;
– higher mental functions: cut-out pictures, dominoes, “The fourth odd one”, “Color and shape”, “Recognize by the contour”, etc... It is advisable to discuss the content of this section with a psychologist;
– phonemic awareness: games for differentiating sounds - for example, Games with paired cards by Z.T. Bobyleva;
– sound pronunciation: albums on sound automation by V.V. Konovalenko, S.V. Konovalenko; game exercises L.A. Komarova; games to automate sounds: “Speech therapy lotto”, “Speech therapy domino”, “Steam locomotive”, “Pick up and name”, etc.);
– vocabulary : pictures reflecting the lexical topic being studied (plot and subject); educational puzzles, games: lotto, “Pick a Pair”, “Who Can Name More”, “Part and Whole”, etc.;
– grammatical structure of speech: games E.M. Karpova, E.V. Solovyova, V.V. Konovalenko, S.V. Konovalenko, game “Whose Tail?”, “One - Many”, “Call it Kindly”, “What Isn’t There?” and etc.;
– coherent speech : plot pictures, “Guess the description”, “When does this happen?”, “We play in the profession”, etc.;
- diploma : diagrams of words, sentences, games: “Match a word to a diagram”, “Make a sentence according to a diagram”, “Add a word”, crosswords, puzzles, etc.
An interesting material for a correctional corner could be the game guide “Speech Cube”, developed at the MDOU “Child Development Center - Kindergarten No. 2”. More information about working with “Speech Cubes” can be found in the magazine “Directory of a Senior Teacher of a Preschool Institution” No. 1, January 2010.
The manual consists of cubes of different sizes, made of lightweight materials (cardboard, plastic, foam rubber, fabric, polystyrene foam). On each side of the cube there are transparent pockets designed for replaceable speech material. This material is used when performing articulation exercises to develop children's gross and fine motor skills, lexical and grammatical structure and coherent speech. He changes with the speech therapist and educators as the children master various topics.
Children play with cubes on their own in their free time, reinforcing the material learned in classes with a speech therapist. While playing, preschoolers toss the cube and complete the task that lands on the side of the cube.
Each cube has its own name, reflecting the purpose of its (cube) use.
A toy occupies a special place in a child’s objective world. She is a friend, a partner in the world of games, an interlocutor. Puppet therapy allows you to solve such important correctional problems as overcoming uncertainty, shyness, achieving emotional stability and self-regulation. Therefore, a toy can be made the key character of the correctional corner. Such a toy should be multifunctional. This is definitely an animated character. His ability to move (with the help of an adult or child), ask or answer questions, make riddles, invent interesting stories, invite friends to visit, present unexpected surprises arouses keen interest in children and encourages speech activity. The toy may have a bright, movable tongue, which can be used to easily explain articulatory gymnastics exercises to children. Her clothes may contain various elements for the development of fine motor skills (buttons, hooks, buttons, laces, Velcro, buckles, zippers, clips, etc.). The fabric from which the clothes are made can be different, which allows children to easily learn the names of the materials, as well as characterize their properties (using tactile sensations). The color scheme helps you remember the primary colors. If a character has movable arms or legs, then with their help children quickly master orientation in the body diagram.
The teacher conducts classes in the speech therapy corner in the afternoon on the instructions of the speech therapist. Children practice articulation of sounds and automation in words using object pictures. Sentences and short stories are made up with these words.
A game can be organized with a group of children to differentiate sounds or expand vocabulary.
Children themselves approach the speech therapy corner: do gymnastics for the tongue, blow in games to develop an air stream, take outlines, lacing, mosaics, puzzles, name pictures in sound albums, play speech therapist.
One of the main conditions for the quality of correctional speech intervention is the teacher’s sincere interest in its results, the desire to help the child, and constant readiness to provide him with the necessary help and support in cases of difficulty. If an adult wants it, a child will want it too.
Thus, the use of a correctional corner allows you to expand the speech environment in the group, create in children emotional responsiveness and a desire to participate in verbal communication with adults and independently, during the game, easily and naturally develop and improve their speech skills.
DEVELOPMENT OF THINKING
Thinking - one of the highest forms of human activity. This is a socially conditioned mental process that is inextricably linked with speech. In the process of mental activity, certain techniques or operations are developed (analysis, synthesis, comparison, generalization, specification).
There are three types of thinking:
1)visually effective (cognition through manipulation of objects)
2)visual-figurative (cognition through representations of objects, phenomena)
3)verbal-logical (cognition through concepts, words, reasoning)
Visual and effective thinking develops especially intensively in a child from 3-4 years of age. He comprehends the properties of objects, learns to operate objects, establish relationships between them and solve a variety of practical problems.
On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems based on ideas, without the use of practical actions. This allows the child, for example, to use diagrams or count in his head.
By the age of six or seven, a more intensive formation of verbal and logical thinking begins, which is associated with the use and transformation of concepts. However, it is not the leading one for preschoolers.
All types of thinking are closely related to each other. When solving problems, verbal reasoning is based on vivid images. At the same time, solving even the simplest, most concrete problem requires verbal generalizations.
GAMES TO DEVELOP THINKING
Various games, construction, modeling, drawing, reading, communication, etc., that is, everything that a child does before school, develops such mental operations as generalization, comparison, abstraction, classification, establishment of cause-and-effect relationships. , understanding of interdependencies, ability to reason.
« WHO LOVES WHAT?
Pictures with images of animals and food for these animals are selected. Pictures of animals and separate pictures of food are laid out in front of the child, and they are offered to “feed” everyone.
“CALL IT IN ONE WORD”
The words are read to the child and asked to name them in one word. For example: fox, hare, bear, wolf - wild animals; lemon, apple, banana, plum - fruits.
For older children, you can modify the game by giving a generalizing word and asking them to name specific objects related to the generalizing word. Transport - …; birds - …
“FIND THE EXTRA PICTURE”
development of thought processes of generalization, abstraction, and identification of essential features.