Consultation for educators: "What is a violation of the syllabic structure?"
In accordance with the principles of the psychological and pedagogical classification of speech disorders, a category of children with OHP is distinguished, in which there is an insufficient formation of the main language structures. Speech suffers as an integral functional system, and its components such as phonetics, vocabulary and grammatical structure are violated.
In complicated forms of OHP, in addition to the listed components of speech, the syllabic structure of the word is also violated, that is, the relative position and connection of syllables in the word.
At the same time, the child's speech has pronounced deviations in the reproduction of the syllabic composition of the word, which can manifest themselves as follows:
1. Violation of the number of syllables:
reduction (omission) of the syllable - "hank" - "hammer";
omission of the syllable-forming vowel - "pinino" - "piano";
an increase in the number of syllables due to the insertion of vowels into consonant clusters - “komanata” - “room”.
2. Violation of the sequence of syllables in a word:
permutation of syllables - "devore" - "tree";
permutation of sounds in neighboring syllables - "gebemot" - "behemoth".
3. Distortion of the structure of a single syllable:
contraction of consonant confluences - “tul” - “chair”;
inserting consonants into the syllable - "lemon" - "lemon".
4. Assimilation of syllables -"coconuts" - "apricots".
5. Perseverations(cyclic repetition, persistent playback) - “they beat ... they beat ... the librarian” - “the librarian”.
6. Anticipations(replacement of previous sounds by subsequent ones) - “nananases” - “pineapples”.
7. Contamination(mixing elements of words) - “in the refrigerator” - “in the breadbasket, in the refrigerator”.
The predominance of errors, expressed by rearranging or adding syllables, indicates a primary underdevelopment of the child's auditory perception. Reducing the number of syllables, likening syllables to each other, reducing consonant clusters indicate a predominant violation of the articulatory sphere.
Great importance for the correct pronunciation of the syllabic composition of the word has a degree of familiarity with the word. Unfamiliar words are distorted more often than words well known to the child.
An analysis of the scientific and methodological literature data on the problems of violation and correction of the syllabic structure of a word in preschool children allows us to conclude that this issue is little studied and insufficiently described.
The importance of this problem is evidenced by the fact that the timely mastery of correct speech is one of the main factors for the formation of a full-fledged personality of the child, and the assimilation of the syllabic structure of the word underlies the acquisition of literacy and successful education of the child at school.
The problem of forming the syllabic structure of a word acquires special significance in a kindergarten for children with speech disorders, since it is there that preparations for teaching preschool children to read and write take place.
Speech therapy work to eliminate violations of the syllabic structure of a word cannot be limited to the corrective task of correcting only this shortcoming. It is necessary to develop phonemic perception, vocabulary, grammatical forms and intellectual functions: thinking, memory, attention.
Municipal Autonomous Preschool Educational Institution
"Kindergarten of the combined type No. 49"
Khabarovsk
Sample topics for speech therapist consultations for teachers
DOW
Prepared by:
Speech therapist: Plekhanova V.S.
2012
Sample topics for parenting advice
Consultations for educators
Development tools fine motor skills hands in children with speech impairment.
In the majority of children of preschool and primary school age with speech disorders, special studies revealed an insufficient level of formation of not only large motor skills, but also fine movements of the hands and fingers. The lag in the development of fine motor skills of the hands of preschoolers prevents them from mastering self-service skills, makes it difficult to manipulate various small objects, and hinders the development of certain types of play activities. All this necessitates special purposeful work on the correction and development of fine hand coordination movements and manual dexterity in general for this category of children.
The formation of motor functions occurs in the process of interaction of the child with the surrounding objective world, through learning in the process of his communication with adults. In addition, the motor activity of the child, which contributes to the development of fine movements of the hands and fingers (manual dexterity), has a stimulating effect on the child's speech function, on the development of his sensory motor aspects of speech.
Verbal accompaniment by an adult of the subject actions of the child with the naming of objects, their properties, purpose and designation in space, the sequence in the nature of the actions performed contributes to the development mother tongue and the development of the child's own speech.
In addition, actions with objects, unlike ordinary gymnastic exercises, are recognized and accepted by children due to their visibility and practical orientation as necessary for them. Children have increased motivation for such activities, meaningfulness is manifested in the performance of tasks.
For the development of fine motor skills of the hands, you can use various sports equipment and some small items: jump ropes, balls, gymnastic sticks, rings, sticks, flags, weighted bags.
Acquaintance of children with new exercises is carried out in physical education classes. Further formation of fine hand movements, improvement of motor skills is carried out during gymnastics, physical minutes, walks.
A significant place in working with children on the development of fine motor skills of the hands is given to exercises with small balls: different in size, material, color, texture, structure, functional purpose. Such a variety of small balls, firstly, allows you to take into account the individual, age, physical characteristics of the child; secondly, through muscle feeling, visual and tactile sensitivity in the process of actions, the child learns to compare objects; thirdly, children get acquainted with the names of specific actions, various features and properties of objects, and later they can
independently give a detailed description of the different balls and the manipulations performed with them.
At the initial stage, instead of a ball, you can use a weighted bag filled with loose material (preferably not sand). The bag is not filled too tightly, it should not be tight. The bag is more convenient than the ball, catching with one hand, when it falls on the floor, it does not roll away, the child feels it better in his hand.
You can do these exercises. Exercises in shifting the subject.
The skills developed in exercises with weighted bags are then transferred to similar exercises with other objects: cloth, and then rubber balls, rings, etc. then lined with fabric. Rings are made with a diameter of 20-25 cm, a thickness of 0.5-1 cm. They can be wooden or plastic. It can even be made from plywood or thick cardboard by wrapping them with some kind of tape material.
The use of exercises with various small objects allows a child with speech pathology to achieve noticeable results in the development of the motor sphere and stimulates his speech function.
When to Seek Pediatric Speech Therapy
The problem of contacting such a specialist as a children's speech therapist is faced by every mother with a baby of 2-6 years old - during the period of active formation of his speech. The situation is complicated by the fact that the speech therapist in kindergarten where the child goes is not always available, and age-related speech problems occur in almost every child and require consultation with a specialist, if only for the sake of calming mommy.
Many parents are looking for special centers where a children's speech therapist could work with a child, and some go so far as to arrange a healthy child in a corrective speech therapy kindergarten, without thinking about the possible harm to him in a group with speech development disorders. Moreover, parents' anxiety may not calm down, even if a speech therapist is present in kindergarten, but, as it seems to moms and dads, they give their child little attention.
When is it really worth contacting him and how can he be useful to a child without obvious violations?
In fact, a speech therapist in a kindergarten should at least observe each child, but, naturally, the greatest attention is given to children with a predisposition to speech defects (for example, with certain diseases), as well as those who already have some kind of deviation, although with babies with serious disorders, as a rule, a children's speech therapist and defectologist are engaged in special groups.
What to look for in your child:
if in 3-3.5 years
the child pronounces only individual words and does not build phrases and sentences at all;
unions and pronouns are completely absent in his speech;
he does not repeat the words after you,
or you do not understand his speech at all (at the same time, the distorted pronunciation of hissing and voiced consonants (r, l) sounds is the norm);
if at 4 years old
the child has a very poor vocabulary (normally about 2000 words),
cannot remember the quatrain, does not tell his own stories at all (at the same time, the lack of coherent speech, errors in sentences, and still problems with “complex” sounds are the norm);
if at 5-6 years old
there are still problems with sound pronunciation, incl. with sonorous consonants (sounds "r" and "l");
the child is not able to describe in his own words the plot in the picture,
makes gross mistakes in the construction of sentences (at the same time, mistakes are made in complex sentences, a slight inconsistency in the narrative).
All this may be a reason to get advice from a specialist such as a speech therapist in a kindergarten or a children's speech therapist in a clinic.
Children's speech therapist will help:
correct pronunciation. In particular, a children's speech therapist will correct problems with the so-called "vibrants" - hard and soft "r" - one of the most common speech disorders that persists into adulthood. In addition, a speech therapist in kindergarten will see and prevent other violations, for example, battarism (fuzzy pronunciation, “swallowing” words), stuttering and others;
prepare the child for school, in particular, for the development of literacy and reading. A speech therapist in kindergarten should not only control the general speech training of the baby, but also prevent, if necessary, violations such as dyslexia (inability to read) or dysgraphia (to write), sending the child to a specialist in time;
conduct classes aimed at the general development of speech, both group and individual. Including such classes, a speech therapist in kindergarten can conduct with junior groups by agreement with the head and parents. They are aimed at expanding vocabulary, developing literate speech, etc. Also, such classes are conducted by a children's speech therapist in a clinic or a special center, and it will not be superfluous to visit them in any case.
Development of graphomotor skills in children of senior preschool age.
Those who work with preschoolers know what difficulties these children experience when they have to perform actions that require accuracy, accuracy and synchronization of movements: take something, insert, tie, fold, sculpt, cut, stick, draw, etc. d. Poorly developed motor functions of the hands and the lack of a well-formed technique of movements, coordinated actions of the eye and hand cause great difficulties in the child, which sometimes make him retreat before any task related to the implementation of the above actions.
The work does not provide targeted training in drawing and writing. The main OBJECTIVE - DEVELOPMENT OF MOTOR AND COGNITIVE ABILITIES. It is implemented through the development of:
Motor area of the cerebral cortex:
formation and improvement of fine motor skills of the fingers, motor skills in the manipulation of various objects (hard and soft, elastic, smooth and rough);
the ability to properly hold a pencil, pen, felt-tip pen; learn to master them using self-massage, games and exercises (circling, painting over objects, drawing on pre-prepared sheets);
the formation of visual-motor coordination.
Speech area of the cerebral cortex:
the formation of the active speech of the child, the replenishment of the vocabulary with new concepts.
Thinking, memory, attention, concentration, visual and auditory perception.
Coordination of large movements and the ability to control your body, improving motor skills and abilities.
Spatial orientation on a sheet of paper and in the surrounding space.
Skill building learning activities:
the ability to listen, understand and carry out the verbal instructions of the teacher;
the ability to act, repeating the shown pattern and rule, as well as familiarization with writing numbers.
The implementation of these tasks, taking into account the age characteristics of children, contributes to their intellectual development.
Senior preschool age is associated with further development and restructuring mental activity child. Expanding motor experience. Large muscles of the trunk and limbs develop, but parts of the hands and feet remain weak, cartilaginous (ossification continues in the preschool, school and adolescence periods). The unformed and not fully developed musculoskeletal tissue of the hands does not allow a child of this age to easily and freely perform small and precise movements.
But it's not just about the muscles. Coordinated hand movements require differentiated brain function. The complex system of control of fractional movements is carried out by clearly differentiated and interconnected processes of nervous excitation and inhibition. Some cells of the cerebral cortex, and, in particular, the motor analyzer, come into a state of excitation, others, adjacent, close, are inhibited. This dynamic mosaic of brain activity requires not only the analytical maturity of the cerebral cortex, but also its developed dynamic functions. Even by the end of preschool age, the child's brain has not yet reached this level of development. Therefore, EXERCISES IN WHICH SMALL MUSCLE GROUPS ARE INVOLVED ARE TIRED, AND IT IS VERY IMPORTANT TO PROVIDE THEIR CHANGE, limit the duration and load.
Exercise games take into account these features, give children the opportunity not to experience fatigue and do not reduce interest in activities in general. These activities are useful for developing fine and precise hand movements, as from the muscles involved - flexor and extensor - constantly receive impulses to the brain, stimulating the central nervous system and contributing to its development.
In the motor area of the cerebral cortex there is the largest accumulation of cells that control the hand, fingers (especially the thumb and forefinger) and the organs of speech: tongue, lips, larynx. This area of the cerebral cortex is located next to the speech area. Such a close proximity of the motor projection of the hand and the speech zone makes it possible to have a great influence on the development of the child's active speech through the training of fine finger movements.
The more connections between brain cells are involved, the more intense the process mental development. When a child is small, the formation of such bonds is faster and easier. And the repetition of exercise games with some complications in movements and actions with objects helps to form these connections. We carry out such repetitions in our classes, both for the right and for the left hand, equally developing subtle movements of the fingers of both hands.
Recall what I.P. Pavlov: "... the development of the functions of both hands and the formation of speech "centers" in both hemispheres associated with this gives a person advantages in intellectual development, since speech is closely connected with thinking." By developing the functions of both hands, we increase the level of organization of functions and their distribution between the hemispheres of the brain, left and right.
The left hemisphere is responsible for formal-logical (conceptual) thinking and speech, which have reached their maximum development.
The right hemisphere, freed from this task, got the opportunity to switch entirely to the development of artistic thinking, which is peculiar only to man, to the reflection of the world in the forms of art.
For the formation of a Humane, these abilities are no less important than the ability to verbal communication. For creative development, additional brain activation is needed, which liberates imaginative thinking.
Such "interhemispheric specialization" is not an innate phenomenon, but a developed one. It all depends on the specific direction of the development of the abilities of the individual in the process of education with early childhood.
So, by repeating exercise games, we improve, bring to automatism the ability to solve certain motor tasks, i.e. we develop a motor skill, as well as an individual style of movements as such, which is very important both in playing and in learning activities.
But it is necessary to accustom children to such activities with simple and easy exercises. They are difficult for those children who have poorly developed motor skills. The basis of these exercises is the development of such skills. It is difficult for the child to see and perceive the pattern. He does not distinguish the details of the subject and cannot distinguish parts from the whole. This is due to a defect in perception or poor vision. Therefore, it is very important to describe the sample in detail, analyze its image and details, and only then start working. And vice versa, the child sees the pattern in all its details, but due to undeveloped small hand movements, he cannot reproduce it. It is also difficult for him to work because he sees the finished image, but did not see what they were doing. It is easier for the kid to act with objects, cut, stick, draw, write, etc. shown by an adult. But even in this case detailed explanations are required.
Working with children, we as adults encounter surprising contradictions. The child, as it were, masters the space very early, correctly orients himself in a familiar room, in a picture, drawing, etc. He distinguishes one geometric form from another, near from far, understands the expressions "forward", "opposite", "between" and others, and correctly performs the specified actions. AT THE SAME TIME, THESE SIGNS AND SPATIAL RELATIONSHIPS HAVE NOT BEEN SEPARATED AND HAVE NOT BECOME A SUBJECT OF KNOWLEDGE IN A CHILD. Knowing well the requirements of the school for the future practical activities of children, from the first lessons we pay great attention to the development and improvement of spatial and temporal representations, orientation on a sheet of paper - “right, left, top, bottom”, etc.
Thus, teachers strive to:
improve and consolidate sensory knowledge about the features of objects and their relationships;
to associate these signs with the corresponding words, which ensures the transition of children from sensory cognition to generalizations and abstract concepts;
use the practical actions of the child himself wider and more diverse.
Mastering the concepts of space, children also get acquainted with the categories of time - what needs to be done first and what then. Household time: morning, evening, tomorrow, recently, later; prepositions: before, after, before, for - all this is of particular difficulty for the assimilation of preschool children. Weak orientation (especially its absence) in time and space subsequently causes difficulties in mastering many academic subjects: reading, writing, manual labor, grammar, mathematics, and physical education.
It takes a long time to develop and improve the activity of both hemispheres of the brain, but it is precisely with this that the difficulties of spatial and temporal orientation are connected. Difficulties are aggravated by the abundance of concepts introduced by the teacher, terms of spatial relations, insufficiently supported by the practice and life experience of the child.
So that the child does not experience difficulties in further practical and educational activities, sensations own inferiority and affective reactions (anxiety, aggressiveness, refusal to perform tasks), we try to prevent the formation of the mechanism of such difficulties. This is helped by benevolence, attention, sensitivity on the part of adults, a positive assessment of the efforts of the child. At the end of each lesson of the first section, the children draw on the free space of the handout. Thus, a change in the child's activity is observed, interest in classes is maintained, spatial landmarks, signs and relationships, and the significance of the spatial position of objects are fixed. With great pleasure, children draw using color, express their feelings, thoughts, experiences from what they see and hear. They have the opportunity to express their attitude to what they already know and what they have learned new, to express their emotional attitude to it. Drawing at the end of the lesson relieves stress and provides an opportunity to relax.
Children's drawings on a free topic help to get to know and understand the spiritual world of the child, its content, support the desire for knowledge of the world and the correct orientation in it.
It is no coincidence that at the very first lessons the teacher offers the children to put colored rubber bands on their right hand as a guide.
Let us turn to the age characteristics of children's memory; senior preschool age. Memory is not only capable; reproduce the impressions received, but also for a long time; keep. In this case, the tactile sensations of the contact of the rubber band with the hand contribute to memorization, reinforcing the concept of "right hand", " Right side". In the future, all exercise games, their repetitions are aimed at; the development of not only tactile, but also other types of memory: verbal, figurative, motor, emotional; to preserve what is perceived. But this, first of all, depends on how interesting and understandable the children are to what they learn and memorize. What is interesting is emotionally colored
feelings, easier to remember, longer stored in the memory of the child and more fully reproduced by him.
In children at this age, attention is involuntary (voluntary, internal attention is not yet developed). This means that the child directs him to where there is something bright, new, unusual. Therefore, we use a lot of equipment in our classes. Brightness, novelty, unusualness allow you to maintain unflagging interest among the children until the end of classes. Thus, concentration, volitional attention is developed.
During games, exercises and training, children begin to involuntarily direct their attention to the muscles involved in the movements. They distinguish and compare muscle sensations, determine their nature: "tension - relaxation", "heaviness - lightness"; the nature of the movements: "strength - weakness", pace and rhythm.
Perception of rhythm special subject knowledge becomes available to children of this age. With greater confidence, they not only notice exactly where the rhythm has changed, but also accurately reproduce it with their movements, showing on the laid out objects different distance between them, reproduce the perceived rhythm by hand movements, walking, running with a stop and other means. The sense of rhythm is found in auditory and visual perception, in the ability to see an ornament, which is very important in the child's own activities: musical, visual, application, constructive, and, a little later, in writing. Writing is a motor act, where the tonic background writing hand, vibration of the muscles of the forearm, wrist, fingers are very rhythmic and monotonous, in the implementation of the roundness of the movement, its rhythmic pattern. The formation of voluntary motor skills, auditory-motor coordination and a sense of rhythm can remove possible problems reading and writing disorders.
Improving the ability to control your movements, both small and large, to perform them in a variety of ways, i.e. differentiated, precise, smooth, beautiful, or fast, deft and technically correct, has its continuation in the second part of the program.
The development of major movements physical exercise also form perception, attention, thinking, spatial and temporal representations.
The goals and objectives of each lesson of the first and second parts are exactly the same. The work of the teacher with children smoothly transitions and continues in the gym with the appropriate equipment. The use of musical accompaniment enhances the emotional coloring of classes and increases interest in them.
Rhythm, plasticity, the ability to move with the whole body, a new figurative-rhythmic connection of movements and music from popular children's songs and cartoons delight children, develop auditory perception, a sense of rhythm. Bright and interesting scenarios of sports events develop adequate images, fantasies, joyful emotions, make movements more expressive, accurate and correct.
The child's feeling of his own body complements the development of ideas of spatial imagination, is the basis for thinking.
So, by forming and improving fine motor skills of the fingers and large movements of the body, we complicate the structure of the brain, develop the psyche and intellect of the child.
And like any work, this work at the first stage comes to its logical conclusion and at the same time continues at the second. The results of the work allow us to begin solving no less complex problems in teaching children to write numbers.
The process of writing actively includes the eye, hand, auditory, visual, speech-motor components.
Writing can be considered as a motor act, in which its motor composition and semantic structure are distinguished. The motor composition of writing is very complex and differs in originality at each stage of mastering this skill. Professor N.A. Bernstein, in his work “On the Construction of Movements,” notes that at the first stage of learning, every child writes large, because. the formation of visual-motor, spatial coordination has not yet been completed. In addition, the larger the letter, the smaller the difference between the movements of the pen tip and the movements of the hand itself. That is, the larger the letter, the easier and more accessible the recoding of these movements. As this recoding is mastered, the child transfers first visual, then sensitive proprioceptive corrections to the pen tip and provides any desired trajectory for the movement of the pen tip. Due to this, the value of the issued figures is constantly decreasing. The same phenomenon takes place during actions with any tool: a needle, a knife, etc. And the gradual filling of motor memory with debugged elements of motor programs creates a prerequisite for automating a skill, which, improving through the training process, becomes standardized and stable. Therefore, purposeful pedagogical techniques are also important in the methodology of teaching writing.
The first lesson of the first section will clearly show the teacher this age-related feature of preschool children. It is this kind of work that the child’s hands do in drawing “seeds and worms”. These drawings, as a test task, determine which of the children has a poorly developed hand, who does not know how to hold a pencil correctly, who and how orients himself on a sheet of paper, who draws and how.
Most often, children draw large, sweeping. Psychologists call such drawing “handwriting”. The teacher will need a lot of effort for the formation of visual-motor coordination to proceed correctly. That is why so much in the first section of this manual is preliminary work. After all, many children, especially home children, do not even know how to draw a point correctly. That is why it is proposed first large drawing in worksheets, large numbers in large cells. We very carefully introduce the concept of a new working field - a cell. At this stage the work is difficult. It requires composure, concentration, organization. Through the ability to perform large movements with a pencil (pen, felt-tip pen) from lesson to lesson, the necessary stability of the motor act of writing is achieved. This process works out an even arrangement of numbers. Only then small writing and a small cell are introduced.
Such gradualness correctly forms motor skills, visual coordination, and in the future serves as a good basis for the formation of cursive writing.
Techniques and methods used in the classroom: game (as the main technique in preschool age), visual, practical, verbal methods; observation, interview, testing, performance analysis; taking into account the real and prospective individual capabilities of each child, an emotionally positive attitude - allow teachers to prevent neurological disorders, affective shocks of the child's body.
For the successful conduct of classes, it is necessary to create favorable conditions, which include the following:
an emotionally positive environment that creates conditions for comfort and well-being for the child;
number of children (in a group of 12 - 15 people). If the work takes place in the class of a school where the number of children is 20 or more, then the class is divided into two subgroups. Once a week, individual lessons are expected with children whose level of preparation requires more in-depth lessons on certain topics;
pedagogical support, which implies not only assistance in education and upbringing, but also the identification of the individual capabilities of each child, which is the main task.
The mechanism for evaluating the results obtained is primarily the emotionally positive state of the child in the classroom. The teacher must feel and see what exactly is happening with the child, how and to what extent he is “included” in the atmosphere of cooperation, what is the degree of his “return”.
The work of children is evaluated during the entire period of study. Evaluating their work, the teacher takes into account the individual characteristics of each child. The main indicator of the results obtained is the sum of the necessary knowledge, skills and abilities that the child must master in a certain time.
Evaluation criteria can be children's creative work, participation in ongoing exhibitions, games during classes that allow children to evaluate their own achievements, as well as test tasks at the beginning and end. school year that determine the level of development of the child.
So, the tasks of the first three lessons can be test to determine:
Is your child speaking correctly?
It's no secret to anyone that Team work parents and specialists gives the most effective result in corrective work with children.
However, very often it can be stated that parents do not pay due attention to the work to overcome any speech defect in a child. In my opinion, this is due to two reasons:
parents do not hear the shortcomings of their children's speech;
adults do not attach serious importance to speech disorders, believing that with age everything will go away by itself.
But the time favorable for corrective work passes, but speech defects remain. A child from kindergarten goes to school, and these shortcomings bring him a lot of grief. Peers notice distortion of sounds or incorrectly pronounced words, make fun of a classmate, adults constantly make comments. “Unusual” errors may appear in notebooks. The child begins to be shy of communicating with peers and adults, refuse to participate in holidays where one has to read poetry or tell something, feels insecure when answering classes and lessons, and worries about unsatisfactory grades in the Russian language.
In this situation, critical remarks and demands to speak correctly, insistently presented by adults, do not give the desired result. The child needs to be helped skillfully and in time. At the same time, it is obvious that it is the help of parents that is obligatory and extremely valuable. Because, firstly, the parental opinion is the most authoritative for the child and, secondly, only parents have the opportunity to consolidate the skills they are developing every day in the process of live, direct communication with their baby.
Throughout the year, the kindergarten holds an "Open Day" for parents. They attend all security moments and classes, including speech therapy. At the end of the school year, we invite adults to the final lesson-holiday, where children demonstrate the knowledge, skills and abilities acquired during this time.
With older preschoolers, in addition to classes on the formation of lexical and grammatical categories, I also conduct classes on teaching literacy.
Thus, thanks to the close cooperation of teachers, parents and children, we manage to achieve the most important thing - good results in the development of our students.
Phonemic hearing is the basis of correct speech.
The ability to focus on sound is a very important feature of a person. Without it, one cannot learn to listen and understand speech. It is also important to distinguish, analyze and differentiate by ear phonemes (the sounds that make up our speech). This skill is called phonemic hearing.
A small child does not know how to control his hearing, not
can compare sounds. But it can be taught. It is especially necessary to develop phonemic awareness children with speech problems. Sometimes the baby simply does not notice that he pronounces the sounds incorrectly. The purpose of game exercises is to teach him to listen and hear. You will soon notice that the child began to hear himself, his speech, that he is trying to find the correct articulation of the sound, to correct the defective pronunciation.
Games for the development of auditory attention.
WHAT IS THE MACHINE?
Guess what kind of car drove down the street: a car, a bus or a truck? In which direction?
HEAR A WHISPER
Get 5 steps away from me. I will give commands in a whisper, and you carry them out. Step back 10, 15, 20 steps. Can you hear me?
Games for the development of phonemic hearing.
ZOO
Look at the toys. By the first sounds of the names of toys, guess the word: mouse, donkey, lion (mole); dog, hoop, goat (juice); cat, hoop, dog, tiger (bone).
CHAIN
What do the words "poppy" and "cat" have in common? Sound [K]. The word poppy ends with this sound, and the word cat begins. What sound does the word cat end with? Think of a word that starts with this sound. Continue the game.
"Communicate positively - what does it mean."
Workshop for teachers
Prepared : Dovgal Marina Valerievna, Teacher-psychologist
Target: Development of the teacher's communicative competence in communicating with parents, children and colleagues.
Tasks:
Awareness by teachers of their own achievements and problems in communication;
The development of the teacher's ability to adequately, non-judgmentally, from the position of a partner to perceive the parents of pupils.
Today we will conduct a lesson on mastering the practical elements of pedagogical competence in a situation of communication with parents, games and exercises with elements of reflection.
In the beginning, let's join hands and say with a bow "Good day, hello!",wishing each other first of all health. The ancients claimed that during the bow part of the energy seems to flow down from the head of a person, i.e., bowing, we voluntarily exchange energy.
Warm up
I suggest the next game in the circle to tune in to positive communication.
1. “You still don’t know that I ...” and continue the phrase with any statement about yourself.
(learned to skate, or like to travel…), etc.
Main part
Today we have gathered to understand what we ourselves are, what language we speak with the people around us and the world. We will make an attempt to test our souls for kindness, joy, understanding and indifference.
3. Let's make a written portrait.
1 subgroup "The most pleasant parent in communication" (describe the qualities)
2 subgroup "The most difficult parent in communication"
4. Exercise "Calm, only calm ..."
We have to always be creative. And now I invite you to show your imagination, imagination. Hand out leaflets with the beginning of the poem. You must continue in a positive way (small group work)
Everyone loves obedient, friendly children.
Capricious, stubborn - no one likes ...
Bad mood in the morning
I can't paint my eyes...
Parents are often angry and defensive,
They lose their emotional connection with the child ...
Genetics can be blamed for everything
Don't even blame the mirror...
To show value to others
Cheeks should not be puffed out at all ...
Read poems to colleagues.
5. Test "The most important thing is the weather in preschool"
Accept the test results without resentment and reflect ...
You go to the store and buy buns with jam. But when you come home and eat, you find that one essential ingredient is missing - the jam inside. What is your reaction to this small setback?
Take the defective buns back to the store and ask for others in return.
Say to yourself: “It happens” - and eat an empty donut. Or eat something else.
You eat something else.
Spread the bun with jam or butter to make it tastier.
If you chose the first option, then this is a person who does not give in to panic, who knows that his advice is most often heeded. Such an employee evaluates himself as a reasonable, organized person. As a rule, people who choose the first answer do not strive to become leaders, but if they are chosen for a command position, they try to justify the trust. Sometimes such an employee treats colleagues with some superiority - he will not allow himself to be taken by surprise.
If someone chooses second option of action, this is a gentle, tolerant and flexible person. It is easy to build relationships with him and colleagues can find comfort and support from him. Such an employee does not like noise and fuss, he is ready to give up the main role and support the leader. Always in the right place at the right time. Sometimes seems indecisive, but is able to defend beliefs in which he is confident.
Third Choice This option indicates the ability of this employee to make quick decisions and act quickly (although not always correctly).
Ready to take on a major role in any business, authoritarian. In relations with colleagues, he can be persistent and harsh, demanding clarity and responsibility. When entrusting such an employee with the preparation and holding of serious events, it is necessary to ensure that there are no conflicts.
Fourth Choice answer option indicates the ability of this employee to think outside the box, innovative ideas, some eccentricity. Such an employee treats colleagues as partners in the game and may be offended if they do not play by his rules. Always ready to offer some original ideas to solve a particular problem.
Knowing about the characteristics of employees, you can competently use them strengths and not let the weak show up.
Final part
Reflective-evaluative game "Find the pros and cons."
From the phrase you read, you need to find positive and negative points for yourself as a teacher.
(sheets are handed out with phrases)
Colleagues spoke not flattering about you ...
The parents of the group perceive you as an inexperienced teacher ...
You got up late today and did not have time to make up and drink coffee ...
The administration of the garden offered another teacher to participate in the district competition ... and so on.
Standards of speech development of a child from 0 to 7 years.
Dolyan Siranush Kamoevna
Advice for parents on:
« Parents are the main assistants of a speech therapist.
prepared by a speech therapist teacher MBDOU d / s No. 39
Dolyan Siranush Kamoevna
As you know, all skills are acquired in the family, including the skill of correct speech. The speech of the child is formed on the example of the speech of relatives and people close to him: mother, father, grandparents, older sisters and brothers.
There is a widespread misconception that the child himself gradually masters the correct pronunciation, without special influence and help from adults.
In fact, non-interference in the process of formation of children's speech almost always entails a developmental lag. Speech deficiencies, entrenched in childhood, are overcome with great difficulty in subsequent years.
Your child has started to study with a speech therapist, and you, of course, want to help him master the correct speech as soon as possible. For this, there are speech therapy homework assignments.
The people around the child should speak correctly, without distorting words, clearly pronouncing each sound, not in a hurry, not “eating up” syllables and endings of words. If adults do not follow their speech, then many words reach the baby’s ear distortedly (“ don't run" instead of " don't run», « finally" instead of " generally" etc.)
Especially clearly it is necessary to pronounce long words unfamiliar to the child. By speaking directly to your son or daughter, you encourage them to respond, and they have the opportunity to listen carefully to your speech, on the example of which their own is shaped.
Attracting the attention of a preschooler to a sound that has recently appeared in his speech contributes to the correct reproduction of sound in words and sentences in a shorter time. Parents are encouraged to create the most positive attitude for further speech therapy work: spend a small family holiday by giving the child a pie or a cake with a picture of sound.
The speech therapist offers various games and playing techniques to consolidate the sound at home.
Every week, a speech therapist reviews a lexical topic with children, for example, “My city”. To consolidate knowledge on this topic in everyday life, parents are recommended:
The special role of parents in correcting speech pathology is that, using the proposed material at home, they get the opportunity to consolidate the child's speech skills and abilities acquired in speech therapy classes in free speech communication: during games, walks, excursions, that is, in everyday life.
1. Currently, more and more children have speech disorders. Many parents are interested in whether it is possible to correct speech defects without resorting to the help of a specialist? We will try to help you![show/hide]
The role of the family in the development of the child's speech
The physical, mental and intellectual education of a child begins in early childhood. All skills are acquired in the family, including the skill of correct speech. The speech of the child is formed on the example of relatives, people close to him. There is a deeply incorrect opinion that the sound-producing side of a child's speech develops independently, without special influence and help from adults. In reality, non-intervention in the process of the formation of children's speech almost always entails a developmental lag. Speech deficiencies, entrenched in childhood, are overcome with great difficulty in subsequent years. It is very important that a child from an early age hear the correct distinct speech, on the example of which his own is formed.
The presence of pronounced speech disorders in a child usually affects his entire mental development. The overall course of the child's mental development in this case will certainly slow down, which will inevitably affect the entire process of his schooling and later life.
A lot of trouble is also caused by the so-called secondary mental stratifications, which often arise as a reaction to a speech defect. The appearance of this kind of mental stratification is the result of repeated failures experienced by the child in the course of verbal communication, as well as the wrong reaction of others to his speech defect (mockery, mimicry). It is precisely because of secondary mental stratifications that sometimes even relatively small speech defects suffering from these defects are perceived as a real misfortune, especially this, which increases with age.
Try to make sure that your children, if they suffer from some kind of speech disorders, do not hold grudges against you throughout their future lives.
& Do everything in your power to bring the child's speech to normal - let nothing prevent him from fully studying, working and living.
How to organize speech therapy classes Houses?
So, you have decided to start working with your child on your own before you have the opportunity to get qualified help. Before starting classes, prepare everything you may need:
- A large table mirror so that the child can control the correctness of his articulation exercises.
- "Lotto" of various subjects (zoological, biological, "Dishes", "Furniture", etc.).
- It is also good to buy models of fruits, vegetables, sets of small plastic toy animals, insects, Vehicle, doll utensils, etc. (or at least pictures).
- Split pictures of two or more parts.
- Collecting various pictures that can be useful in the process of preparing for classes (colorful food packaging, magazines, posters, catalogs, etc.) should become your hobby until the child’s speech underdevelopment is finally compensated. Get a large box at home where you will put your “ collection."
- For the development of fine motor skills, purchase or make your own games: plasticine and other modeling materials, constructor, lacing, counting sticks, etc.
- Notebook or album for sticking pictures and planning classes. The main difficulty for parents is the unwillingness of the child to study. To overcome this, you need to interest the baby. It is important to remember that the main activity of children is play. All classes must be built according to the rules of the game! You can "go on a trip" to the Fairy Kingdom or visit Dunno. A teddy bear or a doll can also "talk" with the baby. A rare child will sit still and absorb knowledge. Do not worry! Your efforts will not be in vain, and the result of the classes will definitely appear.
2. Many young parents are concerned about when the child should start talking, what needs to be done so that the baby speaks faster?
Speech therapists are ready to answer your questions.
3. Ball and speech. Workshop for parents.
4. Development of speech skills in young children. Exercises for classes on the development of speech.
5. The use of su-jok therapy in the correction of speech disorders in children of older preschool age
6. Parents are very often concerned about the question of how to ensure the full development of the child and how to properly prepare him for school. It's no secret that the development of the hand is closely related to the development of speech and thinking of the child. How to develop fine motor skills?
7. With the beginning of schooling, some children suddenly find it difficult to read and write. Children hardly master the Russian language, although they do well in mathematics and other subjects where, it would seem, more intelligence is required. Persistent violation of reading is called DYSLEXIA, writing - DYSGRAPHY. Often, both types of disorders are observed in the same child, while he has no signs of mental retardation. Why is not everyone given a diploma?
9. Articulation gymnastics
10. Prevention of dysgraphia
11. Proverbs in the development of speech of a preschooler
12. Master class for parents of pupils on the topic: “We play with fingers”
13. Exercises for development logical thinking in preschoolers 6-7 years old
14. Speech exercises for preschoolers that contribute to the successful acquisition of their native language
15. Articulation gymnastics - the basis for the formation of the correct sound pronunciation in preschoolers
16. Let's help children together!
17. Formation of coherent speech when compiling stories
18. How does the development of fine motor skills of the hands affect speech development?
19. A child from the Looking Glass. How to recognize that a child is left-handed?
20. Age features of the development of speech in children 3-4 years old
21. How to stimulate the child's speech development?
22. An approximate set of exercises for articulation gymnastics
24. Left-handed child
25. Getting your hand ready for writing
26. Preparing a child's hand for writing at school
27. Exercises for training speech breathing
28. Stuttering (reminder for parents)
29. Memo to parents for the child's admission to school
30. Read to me mom!
31. Formation of skills of "attentive" reading
33. Exercises to develop lip mobility
34. Rules and exercises in fluent speech
35. Organization of work to correct the violation of sound pronunciation in the family
36. Development of speech in children at an early age (1-3 years)
37. Common mistakes of parents that adversely affect the speech development of the child
38. Development of fine motor skills
39. How to help a child to speak?
40. Biofeedback technology - health technology
41. Polysemantic words as a way to enrich students' vocabulary
The topic of the consultation: "The subject-developing environment as a means of cognitive and speech development of preschoolers"
The topic of the consultation: "Kind fairy tales for kids"
Source: Ready for School website
The topic of the consultation: "Introducing children to phraseological units"
Phraseologisms are called stable combinations of words, turns of speech such as: “beat the buckets”, “hang your nose”, “ask a brainwasher” ... The turn of speech, which is called a phraseological unit, is indivisible in meaning, that is, its meaning does not add up from the meanings of its constituent words. It works only as a whole, a lexical unit.
Beautiful correct speech is an undoubted dignity of both adults and children. Accurate figurative expressions, such as phraseological units, especially enrich it. Acquaintance of a child with phraseological units improves skills oral speech, develops thinking, imagination. The study of phraseological units will help you instill in your child an interest in the word, in the history of the native language.
In the dictionary of phraseological units offered to you and your kids, the meaning of each of them is played out both literally and figuratively, in poetic form. This makes the learning process exciting and fun.
Without many words
White crow
Beat the thumbs
Take an example
Throw words to the wind
two steps away
In order
In a burden
Behave
Pull yourself together
Soar in the clouds
Twist the ropes
own yourself
All throat
Speak in your ear
give the floor
A lot of things to do
Keep tight-lipped
Keep (one's) word
Dress down
Fill with a nightingale
And was like that
Both old and young
have a tooth
(Not) To the face
Like no hands
How the wind blew
Like behind a stone wall
nod off
Cats scratch at the soul (heart)
Red as a lobster
Like a shower
bear stepped on ear
Goosebumps running down the back
In front of (y)
To envy
Pout like a mouse on groats
Don't believe your eyes
Don't give offense
Don't close your eyes
Don't take it for work
Heartily
Doors are open
Real jam
First thing
Change in face
hang your head
Hang your nose
Show teeth
Throw
Presence of mind
open your mouth
Sooner or later
Born in a shirt
With a needle
From the cradle
Drive me crazy
Do me a favor
sit on your head
Watch like a ram at a new gate
Patience snapped
Sharpen a tooth
Walk on the heels
Wherever
Scratch your tongue
The topic of the consultation: "Methods for the formation of speech etiquette in children of senior preschool age"
One of the contradictions of modern society is the urgent need for humane relations between people and the lack of kindness, a culture of relations. One of the means of humanization of relations is speech ethics, the development of which should take place from early childhood. Therefore, it is so important to lay the teaching of speech etiquette in preschool childhood.
Speech etiquette is not only a system of verbal units, it is good form formulas that provide comfort in communication, as they contribute to the establishment of friendly relations. Speech etiquette is also an element of national culture, developed by the people for more than one century.
Source: Festival of Pedagogical Ideas "Open Lesson"
Consultation topic: "Peculiarities of Russian folk tales"
Funny and sad, scary and funny, they are familiar to us from childhood. Our first ideas about the world, good and evil, about justice are connected with them.
Fairy tales are loved by both children and adults. They inspire writers and poets, composers and artists. Based on fairy tales, performances and films are staged, operas and ballets are created. Fairy tales have come to us from ancient times. They were told by poor wanderers, tailors, retired soldiers.
A fairy tale is one of the main types of oral folk art. Artistic narrative of a fantastic, adventure or everyday nature.
Consultation topic:
"Winter themed walks"
Source: BEBIlog
Consultation topic:
"Features of the development of speech in a child with bilingualism"
The speech development of a bilingual child has its own characteristics. Such children, on average, begin to speak later. The most described situation is when one of the parents speaks one language, and the other speaks another. It is believed that early bilingualism, if the principle of "one language - one person" is observed, should develop outwardly relatively safely, which in practice is not always true. But this situation is also not symmetrical: since the mother is usually with the child more often than the father, the mother's language is likely to dominate. If the principle of “one person, one language” is not observed in the family, then children cannot single out the principle of using the words of one and the other language. Some bilingual children develop stuttering (in a very small percentage of cases, usually in combination with some other developmental factor)...
Consultation topic: "Patters for the development of speech"
Consultation topic: "Expressive reading and its role in the development of preschoolers"
For a teacher, expressive reading is not just a skill, it is a skill that has a significant educational impact on children. With the help of expressive reading that meets the requirements of logical and intonational correctness and emotionality, the teacher not only opens the world of art to preschoolers, but also gives them a model of correct and figurative artistic speech. At preschool age, the child tries to imitate adults, therefore, listening to their expressive reading, he “falls in love” with literary texts - he wants to reproduce them in the same way, with the same intonations, pauses, logical and rhythmic stresses. Thus, children take an important step towards mastering competent, imaginative, emotionally rich speech...
Consultation topic: "Large dictionary proverbs and sayings
A unique dictionary for kids, teachers and parents! More than 300 proverbs and sayings of the Russian language with detailed explanations, as well as examples from works of Russian classical and modern fiction. For a better understanding, proverbs are supplemented with catchy funny illustrations. The proposed dictionary will become the first assistant to all those who study the Russian language, history and literature. The publication can be recommended as an additional manual for school classes in the Russian language.
