Design and research activities in correctional and speech therapy classes. Games-experiments in speech therapy classes
EXPERIMENTAL ACTIVITY OF CHILDREN
IN SPEECH THERAPY CLASSES.
Timakhova T.A.
To increase the effectiveness of corrective work in a speech therapy lesson, along with other types of work, it is recommended to use the experimental activities of children. The child most fully and clearly perceives and remembers what was interesting to him, what was explored by him independently.
Psychologists have proven that classes learned without interest, not colored by their own positive attitude, emotions, do not become useful. This is dead weight. The child in class writes, reads, answers questions, but this work does not affect his thoughts, does not arouse interest. He is passive. Of course, he learns something, but passive perception and assimilation cannot be the basis of solid knowledge. Children remember poorly, because learning does not capture them. You can always find something interesting and exciting. You just need to find it and give it to the children, which will encourage them to similar finds and discoveries.
On the speech therapy classes children can not only learn something, but try, experiment on their own, gaining knowledge. We adapted to the individual characteristics of the children and included modified tasks and exercises in the content of some classes.
Letter Design. On the tables - sticks, threads, buttons, pencils. Children are encouraged to submit various letters. They must choose the material most convenient for laying out these letters.
"Reconstruction of letters" - a variant of the exercise of constructing letters. How to get others from one letter? (Move wand or add, merge junk, natural material etc.)
The game "The word crumbled" (anagram). On the board is a word with a changed order of letters (this may result in not one word, but several, for example: pine - pump, grater - actor).
The game "Who collect more words." making up words to a certain syllable (for example: flour, fly, museum, garbage). Word choice to the given sound model. In front of the children is a diagram of colored chips denoting sounds. You need to pick up as many words as possible (mentally “fit” the words to the scheme). A complicated version of the work of children with a model is a riddle game. A certain word is guessed, children must guess with the help of leading questions: is it alive? inanimate? thing? what form? what is it made of?
Selection of words for syllabic schemes. Name words consisting of one syllable, two or three syllables - with stress on the first, second, third syllable, etc.
Composing a word using initial sounds or by the final sound of other words.
Replacement in a word of one sound (letter) to get a new word (metagram). For example: bunny - T-shirt - nut - seagull.
Formation of new words from letters given word. For example: ice cream - sea, knife, walrus, etc.
Word choice to this rhyme. For example: juice - wood, sock, belt, voice, etc.
Work with isographs. In the pictures, the words are written in letters, the arrangement of which resembles the image of the object about which in question.
Drafting proposals for graphic diagrams(game "Telegraph").
Rearrangement of words to get the desired phrase. For example: "Fatima has a beautiful doll."
Connecting parts of broken sentences. For example: “Falls sticky. Snow barks loudly. Ball".
Making up a story from two texts, read mixed.
Making a connected story from fragmentary phrases, phrases.
Reading text from the end to realize the inconvenience of such a reading.
Educational game "Read on the balls" (author Voskobovich and other similar games).
Solving puzzles (especially with the use of prepositions - the ability to choose the right preposition).
Crossword Guessing (words starting with a certain letter, thematic, etc.).
Special attention In the organisation experimental activities We devoted the children to work on individual cards. First, cards with tasks published in the methodological literature were used. Then, seeing the children's interest in this kind of tasks, we made cards with tasks of increasing complexity. Fulfillment of tasks on individual cards has great importance both for children and teachers.
For kids:
Provide a minimum level of phonemic, sound-letter, graphic, cognitive means, which make it possible to move on to the next stage of learning - reading;
Create a condition for approximately research activities children;
Develop various aspects of mental activity: attention, thinking, memory, speech;
They consolidate the stock of existing ideas about the sound-letter side of the word, the degree of readiness of the hand to perform graphic skills;
Build the ability to understand learning task and solve it yourself;
Develop skills of self-control and self-esteem.
For the teacher:
Remove the difficulty of selection didactic material at individual work with kids;
Allows you to control the level of assimilation of program material;
Build relationships with children, especially those with little contact.
Card work was carried out on individual lessons, as one of the types of control frontal exercises, as well as during the correctional work of the child with the teacher and recommended to parents for games with children at home.
All tasks on the cards were accompanied by bright illustrations, which were protected with a special film, which made it possible for children to use felt-tip pens when completing tasks.
We offer a list of sample tasks - experiments that we conducted with children:
Make sound models of words, compare them.
Compose sound model words, vowel sounds, designate letters.
How many sounds are there in a word? Write the number in the square.
Match the picture with the sound model.
Match pictures and sound patterns.
Correct the errors in the sound model of the word.
Choose one word for each sound model.
Match three words to the sound model.
Make up a word according to the first sounds of the names of the pictures.
Make up a word according to the second "sounds of the names of the pictures.
Make up a word according to the last sounds of the names of the pictures.
Determine the place of the sound [l] in words (at the beginning, middle, end).
Highlight the first sounds in the names of the pictures. Name the sounds paired with them in terms of hardness - softness.
Highlight the first sounds in the names of the pictures. Name the sounds paired with them by deafness - hardness.
Write the word in letters. What other words can be formed from these letters?
How many syllables are in a word? Write the number in the square.
Match the picture with the syllabary.
Match the pictures and the syllables.
Choose one word for each syllable pattern.
Make up a word according to the first syllables of the names of the pictures.
Make a sound model of the word. How many sounds are there in a word? Give a description of each sound. Write the word in letters. How many letters are in each word? Divide the word into syllables, put the stress.
Make a proposal according to the picture and graphic scheme.
Make up one sentence for each graphic scheme.
Kolesnikova E.V. Fun grammar for kids 5-7 years old. M., 2008.
Kolesnikova E.V. The development of sound-letter analysis in children 5-6 years old. M., 2000.
Pozhilenko EL. The magical world of sounds and words. M., 1999.
Uzorova O.V., Nefedova EL. 1000 words for phonetic (sound-letter) analysis. Development phonemic hearing. M., 2007.
Card number 6. Connect pictures and syllabics
Design and research activities in correctional and speech therapy classes. How to pronounce the sound [R] correctly.
The project is a way of organizing joint activities adult and child to achieve common purpose. The founder of the projects, American educator William Kilpatrick, represented educational process in kindergarten as a series of experiments. The knowledge gained in the process of one experience developed and enriched the subsequent experience. Design is understood as the ideal understanding and practical implementation of what should be. Didactic meaning project activities is that it helps to connect learning with life, forms research skills, develops cognitive activity, independence, creativity, the ability to plan, work in a team. Such qualities contribute successful learning children at school. It was on this basis that I decided to try to do a little research work with children.
Corrective classes at the logopoint of the kindergarten are attended by children of preparatory groups with impaired sound pronunciation. The goal of a speech pathologist is to prepare articulation apparatus child to pronounce sounds that are difficult for him with the help of special articulation exercises, put (call) the sound, fix it in independent speech schoolboy. At the first stage of work, it is necessary to form a “physiological image” of the sound.
Without understanding where and how the organs of articulation (lips, teeth, tongue) are located, when pronouncing a sound, it is impossible to reproduce the necessary articulatory positions, and, consequently, the production of sound becomes more complicated. Partially, the “physiological image” of sound can be explained with the help of articulatory gymnastics exercises, when, using game plots and subject pictures, speech therapists develop language mobility, its switchability, accuracy and sequence of movements. But not all children immediately perform the exercises correctly and reproduce the desired articulation pattern.
This is due to a number of reasons, for example, the absence of front incisors in children does not provide support for the tongue when pronouncing certain sounds. In this regard, I decided to do a little research with the children. And since at the beginning school year the preschoolers themselves cannot do this on their own, and even more so to formalize the results, attracted parents. Most children - speech pathologists have a disturbed pronunciation of the sound [R], which is why the topic of our research work so it sounds "How to pronounce the sound [P] correctly."
The purpose of the project: understanding by a child - a speech pathologist of the position of the organs of articulation when pronouncing the sound [P].
Tasks:
- find out which organs are involved in the formation of human speech, - establish which of them take part in the pronunciation of the sound [Р], - identify the features of the position of the organs of articulation when pronouncing the sound [Р]
Project type:
research, short-term, individual
Addressing:
The project is being implemented as part of the Correctional speech therapy work with children with hearing impairments
Project participants: children of the preparatory group Age of participants: 6-7 years
Implementation period: November 2015-2016 academic year
Expected result: the conscious adoption of the correct articulation pattern when pronouncing the sound R. Suggested criteria for evaluating the effectiveness of the project: the creation of a booklet that other children with sound pronunciation disorders can use.
Attached files
Olga Sonina
Integrated lesson on cognitive research activities with children of the preparatory speech therapy group
Subject: "What is air?"
Educational areas: cognitive development , speech development, artistic and aesthetic development.
Educational tasks:
- introduce children with the properties of air and methods of its detection;
To give elementary representations about the importance of clean air;
Describe air as a gaseous substance.
Development tasks:
Develop a connected speech:
Develop skills for conducting experiments;
Develop the ability to establish causal relationships based on experiences,
compare and draw conclusions;
Develop logical thinking,
Develop cognitive interest.
Speech tasks:
Activate the subject dictionary and adjective dictionary (experience, atmosphere, shell, oxygen, solid body, liquid body, gas, filter, chest, lungs; transparent, tasteless, colorless)
Educational tasks:
Cultivate skill see amazing in the world around;
Cultivate respect for your health and the environment.
preliminary work: games with, windmills”, observing the smoke from the chimneys of the boiler house during a walk, creative workshop: creation plot application (on paper),Our City”, production of silhouettes of trees, iridescent clouds.
Visually practical material: a color illustration of the characters of the cartoon Fixiki, a diagram, the meanings of the atmosphere for our planet”, schemes-cards for determining taste, smell, touch, schemes for cards of substances - solid, liquid, gaseous, a balloon, a candle, a saucer, a basin, a glass, with paper glued at the bottom, by quantity children: pebbles, cups of water, fans, rubber toys, small items(buttons, beads, plastic bags, tubes, sponge pieces, glue sticks, napkins.
Motivational-orienting stage.
Today is an unusual day, cartoon characters - Fixies - came to visit us. They are very inquisitive and want to know about everything in the world. One day, they thought, what is air? What is it and how can it be found? We decided to ask you. Shall we tell them?
Search stage.
What can you say about the air?
Invite the children to take a long breath, and then hold their breath; inhale and then hold your breath again.
How long could you hold your breath?)
Why?) There was not enough air. That's right, we can't breathe without air, but we're not the only people.
And who else needs air?) Animals, fish.
And why fish, they live in water) Air is everywhere, but we don’t notice it, we don’t see it.
Why do you think we can't see the air) It's transparent.
How else can you say what it is?) Has no color, which means what) Colorless.
Now close your eyes and breathe in through your mouth.
What does the air taste like?
Close your eyes again and inhale through your nose.
What is the smell of the air?
We learned about some properties of air. Tell me, and hint cards will help you with this.)
Air is an amazing shell of the Earth. Air, like a transparent veil, is shrouded in our entire planet. The air protects her. Imagine if the air disappeared, what would happen? Children look at the diagram, give answers.)
The water on Earth immediately boiled, all living things would die from the scorching sun during the day, and at night from the cold. Without air, Earth would be a dead desert.
But what is air? Let's do some experiments. And for this, go to the research laboratory that the Fixies have prepared for you.
Practical stage
Pick up a stone and squeeze it.
What is he?) Solid. So a rock is a solid body.
Is it possible to pick up the air and compress it?) So let's do it conclusion: (I will start and you will continue) air is not a solid body. Children choose a pattern.
Take a glass of water and look at the water. (pouring it from glass to glass) .
What can you say about water, what is it like?) Liquid.
So what is water?) Liquid.
What other liquids do you know?)
So, we have found out that air cannot be compressed, which means it is not a solid body. The air does not flow, does not pour, they do not drink it, so this (continue)) is not a liquid. Children choose a pattern.
Air, guys, is a gas. It is invisible, transparent, colorless, odorless. Children choose a pattern.
This is our first discovery. Let's continue our research.
1. Take the package and start twisting it from the open edge.
What happens to the package?) Inflates.
Why is this happening?) The bag fills with air.
Touch what the package has become?) Do you see the air?)
Now take your fans and wave to your face; blow on your palm.
What do you feel?)
This is air movement. Doing conclusion: Although we do not see the air, we feel it.
2. Air is everywhere and takes up space. Let's check it out. You have different objects on the tables, throw them into the water and watch.
What do you see?)
When an object sinks, small bubbles come out of it - this is air. Objects are heavy, they sink, but air is light, it rises.
Take a rubber toy and squeeze it.-
What do you hear?) whistle.
Air comes out of the toy. Now close the hole with your finger and try squeezing the toy again
What's going on?) It doesn't shrink.
What's stopping her?)
Conclusion: the air in the toy does not allow it to be compressed.
Let's see what happens when we lower the glass into a bowl of water. (a piece of paper is attached to the bottom of the glass)
What do you observe?) Water does not pour into the glass.
Why doesn't water fill the glass?) There is air in the glass, it doesn't let water in.
Now let's tilt the glass. What happened?) Water poured into the glass.
She gave way to water. Conclusion: Air takes up space.
Physical education, Inflatable toys”
Children are divided into pairs. One child is a toy, the other is a pump. The toy sits listlessly on the floor, the pump sound s-s-s pumps it up. Then the pump presses the button - a toy with shh shh sound deflates and returns to its original position. Children change roles.
3. Guys, let's remember again, why do we need air?) For breathing.
We conducted experiments and made sure that we do not see the air, it can be felt, it takes up space.
Now let's check and make sure that we breathe air.
Take a straw and dip it into a glass of water, gently blow into it.
What do you observe) bubbles.
This proves that we exhale air and it comes out in the form of bubbles. Put your hand on your chest, inhale.
What's going on?) The chest rises.
Our lungs fill with air. Now breathe out.
What happened to chest?) she sank down.
The air has left our lungs.
What should be the air for a person to breathe easily?)
What about dirty air?
What does a person do to keep the air in the room clean?)
What are plants grown for?
Tell me, what is the difference between the air we breathe in the city and the air we breathe in the forest?) Why?
Trees work like vacuum cleaners. Green leaves of plants absorb dust and dirt from the air. The more plants cleaner air, the more useful for a person and his health.
Think about what causes dirty air in cities?)
Let's see what happens to the air when smoke comes out of their pipes, a fire burns.
Candle experience. A candle is lit and a saucer is held over it. Look how dirty the saucer has become. Soot formed on it.
What should be done to save the air from pollution?)
4. Now, guys, I want to invite you to a creative workshop. Let's plant a lot of trees in our city and decorate it with rainbow clouds. (children glue trees and clouds prepared during pre-work) May our city be clean and the people living in it healthy and happy.
Reflective-evaluative stage.
I think our guests are Fixies and you have learned a lot interesting things about the air. I have a balloon in my hands. Pass it on to each other and tell what new things you learned about the air, what you liked to do.
Related publications:
"Northern Adventures" Synopsis of cognitive research activities with children of senior preschool age Municipal budgetary preschool educational institution“Kindergarten “Asterisk Abstract of cognitive research activities.
Lexical topic: “Preparing wild animals for winter” (with the participation of parents) Correctional and developmental tasks: - clarify and consolidate knowledge.
Synopsis of cognitive research activities with children of the second junior group "Fun Journey" STATE BUDGET GENERAL EDUCATIONAL INSTITUTION OF THE SAMARA REGION SECONDARY EDUCATIONAL SCHOOL №10 OF THE CITY OF SYZRAN CITY.
"Properties of wood and metal". Abstract of a lesson on cognitive research activities in the senior speech therapy group Topic: Properties of wood and metal Purpose: to create conditions for clarifying and generalizing children's ideas about the properties of wood and metal. Tasks:.
Summary of cognitive research activities in the senior speech therapy group "Drip-drip-drop" Synopsis of GCD cognitive - research activities in the senior speech therapy group "Cap - cap - Drop". Region integration:.
Summary of organized cognitive research activities with children of the 7th year of life "Colorful ice" The course of activity. The teacher collects the children at the layout of the city, on the streets of which there was a traffic jam. Educator: Guys, what do you think.
Synopsis of joint research activities with children of the Invisible Air group preparatory to school Synopsis of joint research activities with children of the group preparatory to school. Topic: "Air is invisible" Purpose: to show.
Short-term project on research activities with children of the preparatory group "Old Cup" Form; motivation for cognitive activity, primary ideas about the objects of the surrounding world, their properties and relationships.
Open integrated lesson with children of the senior speech therapy group "Journey to the country of musical instruments" Open integrated lesson with children of the senior speech therapy group "Journey to the country of musical instruments" Purpose: introduction.
Lesson on cognitive research activities in the preparatory group "Excursion to the Far North" Lesson on cognitive - research activities in preparatory group Excursion to the Far North Purpose: to create conditions for.
Image Library:
Theme of the issue
"Prospects for teaching children with disabilities"
Index
Institutions and authors mentioned in the issue
Institutions:
- 2nd preschool department of the State Budgetary Educational Institution “School No. 1909 named after hero Soviet Union A.K. Novikov, Moscow
- GBOU "School No. 498", Moscow
- GBOU "School No. 1566", Moscow
- GBU VO "TsPPiSP", Vladimir
- GBU TsSSV "Academy of the Family", Moscow
- GBU TsSSV "Scarlet Sails", Moscow
- GBU TsSSV "Our House", Moscow
- GKU TsSSV "Yunona", Moscow
- MADOU d / s "Alyonushka", pos. Sosnovka, Beloyarsky district, Tyumen region, Khanty-Mansi Autonomous Okrug-UGRA
- MADOU CRR - d / s "Fairy Tale", work. settlement Krasnye Baki, Nizhny Novgorod region
- MBDOU d / s No. 1, Apsheronsk, Krasnodar Territory
- MBDOU d / s No. 7, pos. Precepts of Ilyich Khabarovsk Territory
- MBDOU d / s No. 14, Krymsk, Krasnodar Territory
- MBDOU d / s No. 18, Krymsk, Krasnodar Territory
- MBDOU d / s No. 35, Sergiev Posad, Moscow Region
- MBDOU d / s No. 105 "Antoshka", Prokopyevsk, Kemerovo Region
- MBDOU d / s No. 124, Cherepovets, Vologda region
- MBDOU CRR - d / s No. 156, Cheboksary, Chuvash Republic
- MDOU d / s No. 10, Bogoroditsk, Tula region
- School for children with disabilities "Blago" GBPOU "Technological College No. 21", Moscow
- Akhmetshina Anastasia Alekseevna
- Bobyleva Elena Vladimirovna
- Wedding Valentina Nikolaevna
- Volkonskaya Tatyana Viktorovna
- Germanovichene Elena Nikolaevna
- Dzhengurova Larisa Nikolaevna
- Zhuzma Alina Nikolaevna
- Zapyantseva Vera Ivanovna
- Ivanenko Olga Valerievna
- Kirillova Rosa Alexandrovna
- Kleimenova Daria Alexandrovna
- Kuznetsova Svetlana Adolfovna
- Kukushkina Evgenia Borisovna
- Martynenko Svetlana Mikhailovna
- Sevostyanova Anna Nikolaevna
- Strygina Elena Nikolaevna
- Tikhonova Elena Alexandrovna
- Trunova Iya Vasilievna
- Fetisova Maya Valentinovna
- Shishkina Svetlana Anatolievna
- Shmakova Marina Vyacheslavovna
- Shmakova Maria Igorevna
- Shuba Svetlana Vasilievna
- Shchelkunova Elena Pavlovna
Editor-in-chief column
- Tantsyura S.Yu. Prospects for teaching children with disabilities
Room guest
- Martynenko S.M. Learn to see the present and predict the future
Master Class
Research
Sevostyanova A.N. Study of the sound-producing side of speech in orphans of preschool age with intellectual disability
The article describes the sound pronunciation of orphans with intellectual disabilities. Provided comparative analysis sound pronunciation of children with normal development and children with disabilities.
New forms of work
Kuznetsova S.A., Venchalnaya V.N. Visiting Hen Ryaba. Lesson on the development of speech with elements of non-traditional drawing techniques with young children with disabilities
The article presents the experience in the development of children's speech early age with HIA means of Russian folk tale and non-traditional drawing techniques.
We propose to discuss
Zhuzhma A.N. Walk through the winter forest. Lesson on the differentiation of prepositions on and under for children 4-6 years old with OHP
The article presents different types exercises for understanding and differentiating prepositions for children with general underdevelopment speech, work with spatial concepts.
methodical living room
Ivanenko O.V. Cognitive and research activities in speech therapy classes with children with OHP
The article presents tasks on search and research activities for pupils senior group with OHP in accordance with the lexical and thematic plan, examples of conversations are given. Introduction to speech classes such tasks will help increase attention, interest, motivate children to speech activity.
Working with preschoolers
We invite you to practice
Bobyleva E.V. An incredible journey into a fairy tale. Lesson on the differentiation of sounds (s) - (s ') for children 4-5 years old
This article presents a lesson on the differentiation of sounds [s] - [s '] using the Russian folk tale "Geese-swans", practical exercises for their automation and differentiation.
Shmakova M.V., Shmakova M.I. stress. Lesson in the preparatory group for school
The article presents a lesson with various types games and exercises that can be used in individual, subgroup and frontal classes with preschoolers and younger students.
Leisure and entertainment
Trunova I.V. Our guest brownie Kuzya. Lesson on the development of the lexical and grammatical structure of speech
The article presents a lesson for children of the senior group of a compensatory focus on the development of lexical and grammatical categories on the topic "Food".
Kirillova R.A. Cheerful country Read-playing. Speech therapy leisure in the preparatory group for school
Speech therapy leisure can be used both in speech therapy and general education groups. In the process of practical activities, children learn the elements of literacy.
Games and equipment
Germanovichene E.N. Sound lock. Author's manual for children 4-6 years old
The article describes Toolkit“Sound Castle”, practical material is presented on creating a developing educational environment that meets the requirements of the Federal State Educational Standard, to consolidate the pronunciation of sounds in children.
Volkonskaya T.V. Vocabulary development games for children with OHP
The article presents the experience of developing and enriching the vocabulary using games aimed at activating speech, the formation of logical thinking.
Strygina E.N. Grammar magic. Lesson using games to teach literacy for children 5-7 years old
The article presents a lesson on teaching literacy using games that combine motor gymnastics and exercises for the development of spatial perception.
Shishkina S.A. Toy-talker Logo-game complex for children aged 3-5 years with disabilities
The article presents the author's development - a speech therapy toy used in individual and subgroup speech therapy classes. With its help, the speech therapist creates game situation while solving correctional and developmental problems.
Interaction with family
Dzhengurova L.N. Mini-crosswords as one of the forms of interaction between parents and children
The article presents practical experience use of mini-crossword puzzles as one of the forms of interaction with parents. mini-crosswords can be used as part of a lesson or part of a leisure activity.
Kukushkina E.B. Parent conference on the development of children's speech
The article presents the cooperation of a speech therapist with parents within the framework of the conference, sets of exercises for the development of speech are given.
Fetisova M.V. Why are we silent? Let's start talking! From the experience of organizing work with parents of non-speaking children
The article is devoted to the formation of speech in non-speaking children with STD. Two aspects of work are revealed: medical and rehabilitation and correctional and pedagogical.
We work with schoolchildren
Corrective work methodology
Akhmetshina A.A. Individual adapted program of speech therapy work with schoolchildren with ASD
The article reflects the specifics of the organization of psychological and pedagogical support for the family of a student with autism spectrum disorders. Particular attention is paid to the development of individual adapted program as part of the activities of a speech therapist.
Actual!
For a young speech therapist
Zapyantseva V.I. Retelling of the story by L.N. Tolstoy "Smart Jackdaw". Lesson in the senior group
The article presents a lesson on retelling the work using reference pictures. The development is given grammatical structure speech through various exercises.
Secrets of the profession
Kleimenova D.A., Tikhonova E.A. Cryotherapy in the classroom with preschoolers with intellectual disabilities
The article describes cryotherapy − effective method development of tactile sensations, classes with elements of cryotherapy are given.
Good Pages
Shuba S.V. Individual lesson with a non-speaking child with cerebral palsy
The article presents the experience of working with children with severe speech disorders and cerebral palsy. Described playing tricks allow you to activate the innervation of muscle movements, develop expression.
Shchelkunova E.P. One two three four five. Author's game for older preschoolers
The proposed game for the differentiation of sounds helps older preschoolers in the correction of sound pronunciation, forms a grammatical structure.
funny pages
Children say...
I love going to kindergarten. There are a lot of interesting things there: friends, toys, and they also teach us to draw and make books for junior group. Dima, 6 years old
I have many friends in kindergarten. But my favorite friend is a speech therapist. I learned how to say R. Sergey, 5 years old
I'm already an adult. I am 4 years old. I work in the garden. I can dance and play cars. And I go to work with a speech therapist. We are learning a fairy tale about the tongue. Vitaly, 4 years old
I am 5 years old. I know letters. I go to the garden. It's interesting in the garden, it's fun there, because the speech therapist gives us homework. Both me and dad draw vegetables and fruits in the album. Dad does it better because he speaks well. Roma, 5 years old
Did you know
The right to education. State guarantees for the realization of the right to education in the Russian Federation
In order to realize the right of every person to education, federal government bodies, organs state power subjects of the Russian Federation and local governments are created the necessary conditions to receive without discrimination quality education persons with handicapped health, to correct developmental disorders and social adaptation, providing early corrective assistance based on special pedagogical approaches.
Federal state standards and federal government requirements. Educational standards
Federal state educational standards and federal state requirements provide:
- continuity of the main educational programs;
- variability of the content of educational programs of the corresponding level of education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students.
Organization of education for students with disabilities
To increase the effectiveness of corrective work in a speech therapy class in kindergarten, along with other types of work, it is recommended to use the experimental activities of children. The proposed material can be used in group and individual lessons.
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EXPERIMENTATION AS A MEANS OF DEVELOPING THE COGNITIVE ACTIVITY OF CHILDREN OF THE OLDER PRESCHOOL AGE IN THE WORK OF THE SPEECH THERAPIST.
Speech is a great gift of nature, thanks to which people get ample opportunities to communicate with each other. Speech connects people in their activities, helps to understand, forms views and beliefs, and renders a great service in understanding the world. Future first grader should be able to coherently, logically, consistently and expressively express their thoughts, create different types texts on topics accessible to his understanding.
Speech development and experimentation are closely related.
To increase the effectiveness of corrective work in a speech therapy class in kindergarten, along with other types of work, it is recommended to use the experimental activities of children. The child most fully and clearly perceives and remembers what was interesting to him. You can always find something interesting and exciting in the study of the Russian language. You just need to find it and present it to the children in such a way as to encourage them to similar finds and discoveries.
The algorithm for organizing children's experimentation is formed as follows - a child together with an adult:
1-identifies and poses the problem that he wants to solve (i.e., learns to ask the right question, set himself cognitive tasks);
2- offers various options her decisions; checks these possible solution(that is, he argues, gives various arguments, and the sentences must be built correctly, understandable for other children);
3-summarizes (i.e., analyzes the information received, systematizes it).
Thus, at each stage of his work, the pupil actively develops his speech. In the course of children's experimentation, preschoolers learn to actively engage in an argument with their peers, to prove their point of view, operating in their speech with complex sentences (evidence-based speech develops). In speech therapy classes, children can not only learn something, but try, experiment on their own, gaining knowledge. I want to offer those tasks and exercises that I use in my work.
Letter design.On the tables - sticks, ropes, buttons, clothespins. Children are invited to lay out the given letters. They must choose the material most convenient for laying out these letters.
Reconstruction of letters.How to get others from one letter? (Move or add detail).
“Draw the letter” (finish the broken letter: we work on the assignment in the notebook)
The game "The word crumbled". On the board is a word with a changed order of letters (option: this may result in not one word, but several).
Selection of words for a given sound model.On the board is a diagram of uncolored chips or colored chips denoting sounds. Children should pick up as many words as possible (mentally “fit” the words to the scheme).
"The letters are hidden." Using ready-made letters, lay out those that the child sees in the diagram (or circle with a finger). Find the given letter and decorate it.
The formation of new words from the letters of the given word.(game "Mysterious letters")
Replacing one sound (letter) in a word to get a new word(metagram). For example: bunny - T-shirt - nut - seagull. The game "Replace the sound" in differentiation Sh-S sounds, R-L.
Choice of words for this rhyme.
Solving puzzles. Solving crosswords.
Composing a wordusing the initial sounds or by the final sound of other words.
Drawing up proposals for graphic schemes(game "Telegraph").
Rearranging words to get the desired phrase.For example: "Misha has a new car."
Connecting parts of broken sentences.(For example: “It is drizzling. The rain meows plaintively. Murka”).
Composing a story from two textsread mixed.
Compilation of a coherent story from fragmentary phrases, phrases.
In the course of diagnosing children for speech development, teachers often face a number of problems: children cannot clearly formulate their question, express their thoughts, and correctly construct a sentence.
The use of experimental activities in working with children helps to solve a number of problems in this direction. It is necessary to note the bilateral nature of these relations. The ability to clearly express one's thoughts facilitates the experiment, while the replenishment of knowledge about the world around contributes to the development of speech. Preschoolers learn to set goals, solve problems, and test them through experimentation. empirically draw conclusions, simple inferences. They experience joy, surprise and even delight from their small and big “discoveries”, which cause children to feel satisfaction from the work done. The introduction each time of a new object for study contributes to the expansion of the children's vocabulary. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity, to answer himself a hundred thousand “why? why? as? what happens if…?".
At the beginning of the school year, when considering the question “What helps us to speak?” the experiment "The work of the vocal cords" is carried out. The purpose of which is: to understand the origin of sound in the vocal cords. If you inflate the balloon, then squeeze the hole of the balloon with your fingers, leaving a small hole, and press on the balloon, the air, escaping from the balloon into the hole, makes a whistle. If we stretch the hole in different ways, we get a different whistle. In the same way, we get sound. As a result of the experiment, the children conclude: air from the lungs enters the larynx and passes through the vocal cords.
Experimental work is aimed at improving the theoretical basis for the education, upbringing and development of preschool children, achieving positive results in practical activities.
In the process of experimental activity, it develops emotional sphere child, Creative skills work skills are formed. In the course of the experiment, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification. Experimental activities also have a huge impact on the development of children's speech.
For example, the long-term project "Our Flowers", which lasted 6 months, just showed that the knowledge gained through experiments was deep and strong. Even a year after the start of this project, the children remember it and talk about what they did, why and what they learned.
To improve the efficiency of corrective work at a speech therapy lesson in kindergarten, along with other types of work,experiment games.These games accomplish the following tasks:
- to expand and deepen information about the world around, to form systems of representations on this basis;
- develop mental operations in children - analysis, synthesis, comparison, generalization;
- develop the speech of children, teach them the interrogative form of speech interaction;
- to form the need for organizing cognitive communication with adults;
- develop abstract and logical thinking of children;
- to teach to raise a question, analyze, find the right answer and draw a conclusion.
I will give examples of experimental games used in speech therapy classes in a group with OHP, which are related to the lexical topic being studied.
Ball experiments.
Experiment options:
a) take two balls of the same size, only one is made of rubber, the second is made of plastic.
Question: which of the balls will bounce when it hits the floor?
Children alternately hit the ball on the floor and draw conclusions.
b) Two balls, the same size and both rubber. Let's make a hole in one of the balls, what will happen?
Can such a ball jump, jump? Children are invited to knock on the floor first with a deflated ball, then with a regular one. Is there a difference, what is the reason? We draw a conclusion.
C) Drown a deflated ball in water, ordinary, metal: which of the balls will float, sink?
With the help of the demonstration, we confirm the correct answer. We draw conclusions.
“In what ways can a person move?” (theme "Man. Parts of the body")
Exercise. Come up with different ways to move and get to the table. We identify who came up with more ways to move, conclusions are drawn that a person can use a huge amount of different ways movement.
Approximate options: jump on one (two) legs, walk, crawl on the stomach, back, on all fours, squat, dance, roll, etc.
Particular attention in organizing the experimental activities of children should be given to work on individual cards with tasks of increasing complexity, aimed at preventing reading and writing errors at the level of letters, syllables, words and sentences.
Completing tasks on individual cards is of great importance both for children and for the teacher.
For kids:
- provide a minimum level of phonemic, sound-letter, graphic, cognitive means that make it possible to move on to the next stage of learning - reading;
- create a condition for the orientation and research activities of children;
- develop various aspects of mental activity - attention, thinking, memory, speech;
- fix the stock of existing ideas about the sound-letter side of the word, the degree of readiness of the hand to perform graphic skills;
- form the ability to understand the learning task and solve it independently;
- develop skills of self-control and self-assessment.
For the teacher:
- remove the difficulties of selecting didactic material for individual work with children;
- allow you to control the level of assimilation of program material;
- build relationships with children, especially those with little contact.
Work on cards can be carried out in individual lessons - as one of the types of control of frontal lessons, in the afternoon - in corrective work with a teacher and at home.
All tasks on the cards are accompanied by bright illustrations and are protected by a film, which allows children to use felt-tip pens when completing tasks and reuse them repeatedly.
Sample assignments.
1. Make sound models of words, compare them.
2. Make a sound model of the word, mark vowel sounds with letters.
3. How many sounds are there in a word? Write the number in the square.
4. Match the picture with the sound model.
5. Connect pictures and sound models.
6. Correct errors in the sound model of the word.
7. Pick one word for each sound model.
8. Match three words to the sound model.
9. Make up a word according to the first sounds of the names of the pictures.
10. Make a word according to the second sounds of the names of the pictures.
11. Compose a word according to the last sounds of the names of the pictures.
12. Determine the place of sound in words (at the beginning, middle, end).
13. Highlight the first sounds in the names of the pictures. Name the paired sounds according to hardness-softness.
14. Highlight the first sounds in the names of the pictures. Name the paired sounds for them in deafness - sonority.
15. Write the word in letters. What other words can be formed from these letters?
16. How many syllables are there in a word? Write the number in the square.
17. Connect the picture with the syllabic scheme.
18. Connect pictures and syllabic patterns.
19. Pick one word for each syllabic pattern.
20. Make a word according to the first syllables of the names of the pictures.
21. Make a sound model of the word. How many sounds are there in a word? Give a description of each sound. Write the word in letters. How many letters are in a word? Divide the word into syllables, put the stress.
22. Make a proposal according to the picture and graphic scheme.
23. Make one sentence for each graphic scheme.
Thus, in the process of correctional and developmental work, including new techniques and methods, favorable conditions are created for correcting shortcomings in speech development, in personal, cognitive, emotional-volitional spheres. Experimentation is a means of development cognitive activity older children preschool age. Thanks to the experimental type of activity, children's speech becomes more meaningful, more expressive, and correctly constructed. The wide use of experimental activities in our work will help us prepare children for school, capable of creative problem solving, capable of bold statements, assumptions, and finding ways to solve a situation.
- Zueva L. N., Kostyleva N. Yu., Soloshenko O. P. Entertaining exercises for the development of speech. M., Astrel-AST, 2001.
- Kolesnikova E.V. Fun grammar for kids 5-7 years old. M., 2003.
- Kolesnikova E.V. The development of sound-letter analysis in children 5-6 years old. M., 2000.
- Milostivenko L.G. Guidelines to prevent reading and writing errors in children. SPb., 1995.
- Nechaeva N. V., Belorusets K. S. Azbuka. Samara, 1997
- Pozhilenko E.A. The magical world of sounds and words. M., 1999.
- Uzorova O.V., Nefedova E.A. 1000 words for phonetic (sound-letter) analysis. Development of phonemic hearing. M., 2003.
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