Methodological association of speech therapists and defectologists of preschool educational institutions

PACKAGE OF DOCUMENTS

preschool speech therapist teacher

SCROLL

regulatory documents .

“Preschool education in Russia in documents and materials.” Collection of current regulatory documents and software and methodological materials. Ministry of Education of the Russian Federation, Moscow, 2001.

Letter of the Ministry of Education of Russia dated January 22, 1998 No. 20-58-07 in/20-4 “On speech therapists and educational psychologists” ( about the working hours of a speech therapist teacher) With. 137 – 140.

Standards for group occupancy in preschool institutions, p. 220-221.

Federal Law “On Education” dated July 10, 1992 No. 3266 – 1.

Federal Law on Amendments and Additions to the Law of the Russian Federation “On Education” dated January 13, 1996. No. 12 – Federal Law.

Requirements for the qualifications of teaching staff of educational institutions when assigning qualification categories to them.

w/l "Bulletin of Education» No. 10 – 1996

Convention on the Rights of the Child. w/l " Education Bulletin» No. 10 – 1991

Russian Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation.” W/l " Education Bulletin» 1999

“The rights of the child in the Russian Federation regarding the UN Convention on the Rights of the Child.” W/l " Education Bulletin" No. 16 – 2000

Job responsibilities of a speech therapist teacher.

Programmatically-methodological support for the activities of preschool speech therapist teachers.

Act of the PMPC meeting.

List of group children.

Cyclogram of the activities of a speech therapist teacher.

Regulated activity.

Lists of children by subgroups.

Annual plan of organizational and methodological work.

Long-term plan for correctional work.

Schedules indicating the source of the notes and an explanatory note if the number of classes is reduced.

Report on the work done (digital and text).

Children's speech cards.

Individual notebooks for children.

The priority area of activity for a preschool teacher-speech therapist.

1 page: Business card:

Education

Work experience

2 page: Selected topic.

3 page: Relevance of the chosen topic.

4 - Long-term and individual plans for the direction; several lesson notes on the chosen topic; consultations.

Diagnostic examination.

List of speech techniques (picture material).

Diagnostic notebook.

Sample plan for writing a speech therapist report

A list of children indicating the speech therapy report at the time of admission to the group and graduation from it;

Quantitative and qualitative analysis and assessment of the effectiveness of implemented individual and subgroup correctional programs;

Information on replenishment of equipment in the speech therapy room;

Information about advanced training of speech therapists during the academic year.

An approximate scheme for conducting an individual speech therapy session:

Exercises for the formation and development of articulatory motor skills:

jaw exercises;

lip exercises;

tongue exercises;

facial exercises.

Exercises to develop fine motor skills of the fingers:

finger gymnastics;

massage and self-massage of hands and fingers;

Exercises to develop auditory attention, memory, imagination;

Exercises to develop phonemic perception, sound analysis and synthesis skills;

Corrective work on sound pronunciation:

sound production;

automation of the delivered sound (in syllables, words, sentences);

differentiation of sounds (delivered and mixed);

automation of sounds in spontaneous speech using lexical and grammatical exercises;

exercises for the development of coherent speech (dialogues, games, retellings...)

List of necessary documentation for a speech therapist working at a preschool speech center:

Journal of primary examination of speech and consultations of children.

List of children enrolled in individual speech therapy sessions.

Register of children awaiting enrollment in individual speech therapy classes.

List of children in need of special conditions of upbringing and education.

Journal of expulsion of children from individual speech therapy classes.

Journal of dynamic observation.

Long-term and calendar plans for individual and subgroup speech correction classes with children.

Annual plan for consultative and methodological work with the teaching staff of the preschool educational institution and parents.

Report on the work done for the past academic year.

Speech card for each enrolled child.

Journal of primary examination of speech and consultations of children

P/ P

Date of examination

Last name, first name of the child

State of the articulatory apparatus

State of speech

Structure

Mobility

Sound pronunciation

Background

matic

perception

Vocabulary

stock

Grammatical

structure of speech

Prosody

Primary speech therapy report. recommendations

List of children enrolled in individual speech therapy sessions

for _________ academic year

Register of children awaiting enrollment in individual speech therapy classes

for _________ academic year

List of children in need of special conditions of upbringing and education

Journal of expulsion of children from individual speech therapy classes

_________ academic year

Follow-up log

An algorithm for writing an annual plan for the organizational, methodological, correctional and developmental work of a speech therapist in a preschool educational institution.

Main directions		Deadlines
IJob with kids diagnostic direction Correctional and developmental direction	Psychological, pedagogical and speech therapy examination of children in order to accurately establish the causes, structure and severity of deviations in their speech development (identifying the level of actual speech development - for children of preparatory groups/previously studied at a speech center), recruitment of subgroups Objective speech therapy conclusion and drawing up group, subgroup and individual plans for correctional and developmental work for the academic year, drawing up a cyclogram of activities. Individual speech therapy examination and consultation Psychological, pedagogical and speech therapy monitoring (identifying the dynamics in the correctional and educational process of each and every one of the pupils of the logogroup/students at the speech center); reflection of its results in speech cards, if necessary, adjustment of plans for individual and subgroup work with children. Examination of children of mass groups in order to identify speech pathology (equipment of speech therapy groups/enrollment in a speech center). Conducting frontal (subgroup) speech therapy classes on the formation of lexical and grammatical categories and coherent speech; on the formation of correct pronunciation, on the correction of stuttering, preparation for learning to read and write.	III week September During the year, at the request of teachers, parent specialists January-February, May- for children of middle and senior groups. February March
IIJob with teachers	Critical analysis of the survey results, partial analysis of the results of psychological, pedagogical and speech therapy interventions. (PMPk)	planned PMPk preschool educational institution
	Planning of correctional and educational work taking into account the results of the examination.
advisory direction	Consultation for educators: Seminars: Workshops
	Observation of classes, games, routine processes in groups with their subsequent analysis.
	Participation in city methodological associations: Qualitative assessment of the results of speech therapy intervention (conducting PMPC), determination of general and speech readiness for systematic learning in school conditions. Analysis of the psychological, pedagogical and speech therapy impact on preschoolers throughout the school year, assessment of the quality of correctional and pedagogical activities of all specialists working with children in the speech therapy group, preparation of recommendations for primary school teachers on working with children of graduating groups who need special learning conditions (final teachers' council).
IIIJob with parents	Consulting parents of adaptation groups Questioning parents Individual counseling (analysis of the results of a psychological and pedagogical examination) Conducting consultations at parent meetings: Conducting individual lessons on sound pronunciation, frontal lessons: “Open Day” “Speech therapy corners” on the topic: Information stands: Thematic book exhibitions Sliding folders	During consultation hours for parents on the activity schedule during the school year during the school year
IVWork on advanced training	Studying new products in methodological literature. Participation in methodological associations. Taking advanced training courses. Certification for qualification category. Development of new teaching aids. Creation of a subject-developmental environment in a speech therapy room/group.

A necessary document in organizing the work of a speech therapist teacher in kindergarten is a weekly cyclogram. The proposed option includes subgroup, individual lessons with children, methodological and advisory activities, and documentation.

View document contents
“Documentation of a speech therapist. Cyclogram of the work week of a speech therapist teacher in a kindergarten at a speech therapy station.”

Cyclogram of the work week of a speech therapist teacher at the speech therapy center of a kindergarten

Teacher speech therapist

Markina N.N.

pro-gymnasium No. 237

Cyclogram of the working week (20 hours) of a speech therapist teacher. Logopoint.

	Subgroup classes with children.	Individual lessons, lessons in mobile micro groups.	Methodological work with teachers. Documentation.	Consultative work with parents.
Monday 9.00-13.00	9.00 - 11.40	11.40 - 12.30	12.30 - 13.00 Registration of individual speech therapy notebooks	Consultations on parents' requests for speech correction
Tuesday 13.00-17.00	15.00 - 16.00	14.00 - 15.00	13.00 - 13.50 coordination with teachers of the requirements for children’s speech during correction	16.00 - 17.00 organization of speech regime in the family
Wednesday 9.00-13.00	9.00 - 11.50	11.55 - 12.40	12.40 - 13.00 with a psychologist – joint correction	Consultations on the prevention of speech disorders
Thursday 13.00-17..00	14.45 - 16.00	13.50 - 14.40	13.00 - 13.40 registration of individual speech therapy notebooks	16.00 - 17.00 individual in-person classes parents, demonstration of correction techniques
Friday 9.00-13.00	9.00 - 11.40	11.40 - 12.30	12.30 - 13.00 speech cards, material to take home for consolidation	Consultations when registering students for PMPK

Sources

Povalyaeva M. A. “Speech therapist’s reference book” Rostov-on-Don, “Phoenix”, 2008.

Stepanova O.A. Organization of speech therapy work in preschool educational institutions. Moscow. “Creative Center”, 2004.

Borovtsova L.A. Documentation of a speech therapist at a preschool educational institution. M., Sfera shopping center, 2008.

Polozova N.V. Basic requirements for labor protection and sanitary provision in a preschool institution. Collection of documents and recommendations. – M.: ARKTI, 2005.

As practice has shown, each teacher chooses the most convenient option for designing a journal for examining oral and written speech. An alternative to such a log are various kinds of protocols.

The protocols for examining students’ oral and written speech are distinguished by their simplicity of design and completeness of information. Their purpose is to show the presence of a speech defect. The speech therapy examination protocol contains material on the basis of which the speech therapist makes an initial conclusion. An example of filling out a speech therapy examination protocol is given on p. 28.

7. Passport of the speech therapy office

Compiled by a speech therapist and contains information about:

The condition of the office is in accordance with regulatory and hygienic standards;

The location of the office in the building and the possibility of combining it with other school specialists (psychologist, social teacher, etc.);

Availability of furniture in the office;

Availability of necessary benefits (card index);

Availability of methodological literature;

Availability of other equipment (probes, couch and massage instruments, etc.).

This document is certified by the school director and kept by the speech therapist. In the course of work, the speech therapist can supplement or make changes to the list of available benefits.

8. Attendance log for frontal and individual classes

A speech therapist can use a school journal, a journal for extracurricular activities, or a specially designed journal as a log of attendance at frontal and individual classes.

The main purpose of this document is to record the attendance of classes (individual or group) by each child and the occupancy of front classes in each group. The design of the attendance register is based on the requirements for filling out the class register (without assessing student knowledge). This document, along with other documentation of the educational institution, is a financial document and is verified by the administration of the educational institution.

Despite the fact that a speech therapist is an employee of an educational institution and his classes have some similarities with Russian language lessons, there are significant differences in the design of class topics. Formulations such as “Unstressed vowels”, “Nominative case of nouns”, “Use of double consonants”, “Test work on the topic...”, etc. There should not be a speech therapist’s journal, since the above topics are not correctional. Classes on similar topics are taught to students by Russian language teachers or primary school teachers. To avoid this kind of mistakes, it is preferable for a speech therapist to define the topic of the lesson as follows: “Practical use of nouns in the form;... case”, “Vowel sounds and letters”, “Syllabic analysis of two-syllable words”, “Differentiation of letters...”, etc. d.

9. Speech therapist’s working hours. Working time cyclogram

The work schedule of a speech therapist teacher is drawn up in accordance with the number of hours determined in Decree of the Government of the Russian Federation of April 3, 2003 No. 191 “On the duration of working hours of teaching staff in educational institutions.” The work schedule is certified by the school director. An example of a completed schedule is given on p. 43.

The cyclogram of the speech therapist’s working hours is compiled on the basis of the work schedule and reveals the content of each working day of the specialist. Its purpose is to determine the development of working hours and adherence to scheduled moments. The cyclogram reflects the following information:

Number of groups studying at the speech center;

The number of frontal and individual lessons conducted by a speech therapist per week;

Frequency of classes with a specific group or child;

Duration of classes and breaks between them.

It must be remembered that the main task of a speech therapist in school is to eliminate writing and reading disorders or to prevent them. Thus, most of the time is allocated to group work to correct the above violations. For example, out of 25 children enrolled in a speech center, 6-7 people attend classes to correct the pronunciation aspect of speech, and the rest (18-19) need correction of written speech.

Below is an example of a speech therapist’s work schedule and a cyclogram of working hours.

I approve _

Director of Municipal Educational Institution No. _

Poryadina Olga Veniaminovna, speech therapist teacher

Location of the structural unit (logopoint):

Russian Federation, 184209, Murmansk region, Apatity city, Fersman street, building 38a

Email address of the structural unit (logopoint): No

Regulations on the structural unit (logopoint):(Open, PDF)

Why and why is a speech therapy center needed in kindergarten?

The child has not yet been born, but his speech is gradually beginning to develop. At birth, this process accelerates sharply. Long before the appearance of the first word, the formation of the entire speech system occurs. And the main role in speech development, first of all, belongs to parents. It is very important to notice delays and disturbances in speech development in time.

Disturbances in the sound culture of speech that arose in preschool age can subsequently lead to a number of secondary speech disorders: underdevelopment of phonemic hearing, delayed formation of skills in sound, syllabic and letter analysis of words, impoverishment of the child’s vocabulary, violation of the grammatical structure of native speech. Any speech disorder to one degree or another can affect the activity and behavior of the child as a whole. Therefore, it is so important to take care of the timely development of children’s speech and pay attention to its purity and correctness.

Speech is the path to communication, new impressions and life experiences, the path to expanding ideas about the world around him.

So, I return to the question posed at the beginning: why and why do we need a teacher - a speech therapist in kindergarten?

For what? Examine pupils of a preschool educational institution to identify children in need of speech therapy help.

For what? Organize timely speech therapy assistance to prevent and overcome specific errors in oral and written speech. After all, it is known that the earlier correctional assistance begins, the more effective it is.

Speech therapy center (abbreviated as “Logopunkt”)

This is a place where assistance is provided to children with speech disorders without transferring the child to another (specialized) group.

What kind of children are taken to the speech center?

Not all children in a regular kindergarten are taken to speech therapy centers, but only those most in need of help. There is a priority depending on the severity of the speech disorder. First of all, children 6 years old are enrolled in the speech therapy center, and they will go to school in a year. That is, the guys from the preparatory group. And also those who did not complete classes with a speech therapist last year. Some of the children in the older group are enrolled in the remaining places. All others who need help from a speech therapist are put on a waiting list. Younger children from the middle group can receive speech therapy help only in the form of consultations at a specially designated time. In our kindergarten it is Monday, from 16-30 to 18-00.

Children with what diagnosis (speech therapy report) are enrolled in the Logopunkt?

Most often, children are admitted with the following speech therapy findings:

violation of the pronunciation of individual sounds (in children with dyslalia, dysarthria or an erased form of dysarthria) - FNR
phonetic-phonemic underdevelopment of speech (in children with dyslalia, dysarthria or an erased form of dysarthria) - FFSD
general speech underdevelopment - GSD - the third level of speech development in children with dysarthria or an erased form of dysarthria.

In what mode are classes held at Logopunkt?

The best effect, of course, comes from individual lessons. The frequency and duration of classes with your child are determined by a speech therapist depending on the severity of the speech disorder, the age of the child and his psychophysical characteristics. Typically, individual sessions at a speech center last from 15 to 25 minutes. The goal of individual speech therapy classes is the correction of sound pronunciation and the development of phonemic processes.

How many children are enrolled in Logopunkt?

The number of children attending a speech therapy center at the same time should not exceed 20 people. Since speech therapy assistance is required by a large number of children with different types of speech diagnoses, the time frame for working with each child can vary greatly (from 3 to 9-12 months). Therefore, children are removed from the speech center in kindergarten not as a whole group, but individually, as the speech disorder is corrected. Another child on the waiting list is immediately enrolled in the vacant seat. Thus, the logo point in kindergarten is an open and mobile system. It is very difficult for a speech therapist to solve the problem of completely correcting the speech of children alone. Therefore, he intensively involves both parents and kindergarten specialists in his work.

To successfully correct children's speech, the help of parents is simply necessary! They must follow all the recommendations of the speech therapist, regularly attend consultations with a specialist, and complete homework, which is given once a week. And, of course, close monitoring of the child’s speech is necessary on the part of parents.

The speech therapist works in the following areas:

general correctional development;
development of mobility of the articulatory apparatus;
work on coherent speech;
breathing exercises;
production of sounds;
elimination of agrammatism in speech;
development of children's auditory attention;
development of fine motor skills of fingers in children;
timely prevention of various disorders of oral and written speech in preschool children.

Logopunta work schedule

Logopoint documents

Order on the opening of a speech therapy center in MADOU kindergarten No. 15 dated 12/06/13 ( Open, PDF)
Cyclogram of a speech therapist teacher for the 2019-2020 school year ( Open, PDF)
Annual work plan for the 2019-2020 academic year ( Open, PDF)
Work program of a speech therapist teacher for the 2019-2020 academic year ( Open, PDF)
Agreement on the provision of correctional and speech therapy services to children with speech disorders ( Open, PDF)
Application for enrollment of a child in a speech therapy center ( Download, DOCX)

Consultations (for parents)

About the normal speech development of a child ( Open, PDF)
Early signs of speech development disorders (