Cognitive research activities of children

in speech therapy classes

Karpukhina G.A., Ivanova A.I.,

Keywords: children's research activities, cognitive development, speech correction.

Annotation. The article discusses the conditions necessary for the cognitive and research development of speech pathology children in the light of modern requirements FSES DO.

As you know, in speech therapy classes, a child is involved in a variety of activities; he speaks, improves pronunciation, writes, reads, answers questions. But from his behavior and in relation to the lesson, it is clear that the child is emotionally passive: learning such routine things as pronouncing individual sounds, analyzing words and sentences does not capture their emotions. Scientists have proven that the most fully and distinctly child perceives and remembers what was obtained through his own searches, observations and research.

In this regard, we put forward a hypothesis that increasing the efficiency correctional work can be achieved precisely due to the constant inclusion of the child in independent research activities.

The hypothesis is based on:

Federal state educational standard preschool education(hereinafter - FGOS DO), which singled out the cognitive and research activities of children as a new independent direction of the activities of preschool educational institutions;

Our own research in the framework of the regional experimental site on the topic "Cognitive and research activities of preschoolers."

An analysis of the work of a speech therapist from this angle showed that specific speech therapy classes give a lot of room for implementation. research activities children. You can always find something fascinating and interesting that could be the subject of your own search activity and at the same time worked to correct speech disorders. You just need to give it to children in such a way as to encourage them to find and discover themselves.

Below are some areas of research activities that are used in our preschool educational institution in classes with speech pathology children, as well as with children who do not have speech impairments.

1. The first direction of children's research activities is the study of their own articulation apparatus... It takes place in individual and group lessons, and it can be useful not only for speech pathologists, but also for children with a normally developed speech. Children, sitting in front of a mirror, carefully examine their speech apparatus, examine the lips, tongue, upper and lower teeth. hard and soft palate.

At first glance, it may seem that there is nothing new in the structure of these classes, that all this speech therapists and educators did even before the introduction of the Federal State Educational Standard for DO. The fundamental difference the old approach from the new is to formulate the goal of the lesson. If earlier we wrote “ Explain children, how speech is formed ", now we write" Explore by the method of independent observations and experiments, how speech is formed ”.

In the first version, the center educational process there was a teacher; he explained the role of all organs of the speech apparatus, asked to perform this or that action - and he perceived the children as extras who were obliged to fulfill his tasks and confirm what was said. The children did, but, as mentioned above, remained emotionally passive.

If the teacher chooses the method of independent research, he explains nothing. He tells you what experiments can be done on your speech apparatus, but what happens, what happens to this or that organ, what part of the larynx, teeth, tongue, lips take part in the pronunciation of sounds, children see for themselves and also independently draw the necessary conclusions ...

Of course, in the first version, the work goes faster, but in order to understand the mechanisms of speech formation, the second way is more interesting for children and, as a result, is more productive.

The work is carried out in 3 stages.

1. First, the guys, looking in the mirror, simply find the organs involved in the formation of sounds, examine them. Particular attention is paid to the larynx, it is found by palpating the upper part of the neck with the fingers.

2. Further, with the help of articulatory gymnastics, they investigate how all these structures function, how the mouth opens and closes, how the lips contract or stretch, in which directions the tongue can move, what is the role of all organs when pronouncing certain sounds.

3. Finish the work with an experiment, which sounds can be pronounced and which cannot, if you press your lips with your fingers and do not allow your mouth to open, if you pinch your nose, if you do not move your tongue, for which you consistently press it to the lower teeth, then to the upper.

Here, one of the authors of the article (Ivanova A.I.) would like to note his personal observation regarding the methods of conducting experiments in preschool institutions. 50-year experience of working with teachers shows that psychologically they with great difficulty endure such a situation when in the classroom the initiative is given to children. When discussing activities based on children's experimentation, the question "What was the most difficult for you to do?" about 30% of teachers answer: "Be silent."

The above remark does not mean the teacher's self-elimination from educational activities... On the contrary, its role becomes more complicated. Only now it is not a rigid regulation of the activities of all children, but a soft, almost imperceptible participation in the experiment. It is good if the children laugh, communicate with each other, trying to pronounce sounds in a situation where this is impossible. Then we can assume that learning is in the form of a game. It is good if one child conducts some experiments with his speech apparatus, the other - others. You shouldn't think that everyone should see the same thing. Let everyone work at their own pace and do their own research. The main thing is for everyone to see the role of the organs of the articulatory apparatus in the pronunciation of sounds.

So, between setting the problem at the beginning of the lesson and receiving the answer at the end lies hard work- both children and a teacher.

In our classes, the study of our own speech apparatus invariably turns into the study of each other's speech apparatus: what is going on there in the mouth? Why can't I (or you) get some sounds? "Show me how you are ..."

Such research cannot be recommended as mandatory. It can be carried out only if the speech therapist has noticed that the children are trying to "look into the mouth" of a friend on their own, and he is happy to support this initiative. Paired work of children requires the highest tact and great care from the teacher. No orders and demands are allowed here. But the benefits of being a subject-researcher are enormous; a speech pathologist better understands what he is doing wrong and what needs to be done in order to correctly reproduce certain sounds.

So, it is very important to give the child the opportunity to see, touch, and listen to everything, therefore, acquaintance classes are an effective addition to traditional speech therapy classes with speech pathologists.

The main advantage of this type of activity over traditional ones is that the child develops self: he myself does something, myself looks, myself changes the observation conditions, myself makes logical conclusions, myself comes to certain conclusions, and each child does it differently, while in the “pre-FGOS type” classes, everyone had to work simultaneously and at every moment do the same thing. In classes of a new type, no one gives the children any instructions and does not tell them the conclusions in a finished form. The task of the teacher is to create conditions for the formation of "self", not to interfere with this.

2. The second direction is the study of sounds as such.

2.1. The development of sound pronunciation is facilitated by the attempts of children to reproduce natural sounds with their vocal apparatus. For this, the teacher brings a set of objects that produce sounds that are different in timbre, volume, and pitch. It can be sheets of paper that rustle, rustle, crackle, bells, whistles, glass and plastic jars, pipes, drums, wood and plywood boards, etc. Perception and analysis of these sounds contributes to the assimilation of phonemic differences, and an independent attempt to copy them and reproduce prepares the child's vocal apparatus for the development of hissing, whistling, sonorous sounds, sounds P, T, etc.

In order not to tire children with tasks of the same type and constantly maintain the research environment, the form of presentation of sounds varies:

a) by the number of participating children:

The work is carried out with one child.

The work is carried out with several children at the same time;

b) according to the "leader" - the one who extracts the sounds:

The teacher himself,

The child himself,

Another child;

c) according to the conditions of the study:

The child sees an object that makes a sound

The child does not see the object (the object is hidden behind a screen, under the table);

d) according to the form of organization of the game:

In class,

During regime moments,

In free activity.

The choice of the objects used and the conditions for the presentation of sounds depends on the specifics of the child's speech disorders, the severity of these disorders, the level cognitive activity and is often determined simply by the need to change methods of work, to let the children play.

Children with a normally developed speech are also happy to play such games. They improve the processes of sound perception, analysis of sounds and sound pronunciation, and the ability for independent research also develops, and the child becomes the object of research for himself: "Can I reproduce this sound?"

Therefore, you should not rush the guys. It is necessary to encourage their communication with each other, to create a situation when they show sounds to each other, repeat them repeatedly in front of each other, trying to reproduce the sound as accurately as possible. In this situation, the teacher tries to keep in the shadows, not to interfere with the children.

In parallel, studies of this type can be used to consolidate the use of prepositions and improve orientation in space (the child indicates where the sounding object is: under the table, above the table, above, left, right, etc.).

2.2. If the child has a violation of sound perception, you can give tasks of a different type. Several objects lie in front of the child. The teacher asks the child to turn away, makes a sound and then asks to determine which object he used. For children with significant disabilities, each item is taken in one version (one sheet of paper, one bell, one jar). As the sound perception improves, each object can be presented in several versions. For example, 3 sheets of paper of different grades are placed in front of the child; need to determine which of them made a given sound? Which of the three bells did the teacher ring? Which of the three jars did he tap? By doing his own research - checking the sounds made by each object - the child himself establishes the truth.

2.3. The children are always interested in experiments with sounding cans. To do this, the teacher brings several jars, which, when lightly hit on the wall, emit different sounds.

In these games, children, lightly hitting the wall with a stick (that is, through their own research), find jars that sound the same, sounding louder, quieter, higher, lower. The guys always play this game with interest, rank the cans by pitch or sound strength. It reminds them of an orchestra.

They love the game “Find the jar I hit”. If in the course of research children forget a sound, the teacher reproduces it again, having previously asked the child to turn away. In the game, children can play in pairs, one of them is a test subject, the other is a researcher.

With great pleasure, the guys study how the character of the sound changes if they themselves pour into the jar different amount water.

If speak about cognitive development children, then all of the above studies contribute to a more accurate perception of phonemic differences in the future. If we talk about overall development a child, then he develops an understanding of his capabilities: “If I don’t know something, I can learn it through my own research”.

3. The third area is research speech breathing.

To study the features of speech breathing in different situations children inflate balloons, blow on ribbons, learn to regulate the force of the air stream by blowing off a light cotton wool or heavy cube. They try to blow into the tube so that the ball rises up and does not fall. They blow on the palm in different ways, getting either a cold or a warm stream of air. These are all serious physics experiments.

On the collective activities the guys love to play Football. In this game, you need to score a goal into the opponent's goal using an air jet. You can blow either with your mouth or through a tube. Each method has its own advantages. In this game, children train the ability to regulate the force of the air stream depending on the situation on the football field: they blow strongly if they aim at the goal from afar, or barely, if the goal is close, at an angle, if they need to go around the opponent. These actions are complicated by the fact that the game is played by two teams, and the participants do not blow in turns, but, as in ordinary football, according to their inner urge, based on the situation on the field.

The only limitation for this game is the presence of chronic disorders respiratory system(for example, bronchial asthma) and infectious diseases from its participants.

Games of this type allow you to solve three problems:

Explore physical properties items,

Study your own ability to regulate the force of the air stream,

Train the respiratory muscles and the entire speech apparatus.

4. The fourth direction is the transformation of letters and words.

Great opportunities for the development of cognitive and research activities of children are given by the transformation of letters and words. This direction can be implemented in several versions.

4.1. Construction of letters. Each child has sticks of different lengths, twine mosaics, buttons, pencils and other objects on the tables. The more active the guys are, the richer the set of items. You don't have to use all of them; many are added simply to create a situation of choice. The speech therapist asks the children to lay out the given letters with their help.

Children themselves choose the material that is most convenient for laying out a particular letter. The speech therapist does not interfere in the process, does not give any recommendations and advice, does not assess the correctness of the child's actions. At this time, the mental activity of children is very high. At first, they work by trial and error, that is, they try everything and check in practice which objects are suitable for creating a particular letter.

As experience accumulates, the ability to mental modeling appears, when the guys, without touching objects yet, guess which of them can be bent in the right way, whether the stick is long enough to create the desired element, etc.

As a complication of the task, you can offer to lay out the same letter using different techniques and materials. So in the process of research activity, the speech therapy task is to remember appearance and the outline of the letters is solved easily and imperceptibly, as if by itself.

4.2. Of great interest is the task of letter transformations: how to get another from one letter? (move the stick, add or remove something, replace one object with another, etc.). Sometimes this work is carried out as a competition between the guys: who will come up with more options? Such research activity stimulates the imagination, develops the ability for mental modeling (that is, for conducting thought experiments).

We were repeatedly surprised by the children's fantasy. Often they figured out how to use those items that we ourselves seemed useless and ended up in the kit just to create a situation of choice.

4.3. Cognitive research activities are carried out when analyzing individual phrases and sentences... V simple version- this is a rearrangement of words in order to get the correct phrase (for example, "the window sits on a cat") or the combination of parts of torn sentences (for example: "Our Tanya. She dropped loudly crying. The ball is quieter in the river. Tanya, do not cry. Do not. Will drown in the river . Ball."). As children accumulate a fund of mental operations, it is possible to analyze complex texts such as:

Who is knocking at my door?

See, no one is home?

Come to me yesterday

Let's eat the pies.

After each line, the teacher stops and asks the children to give the correct version of the text.

4.4. The richest opportunities for the development of research activities are Crosswords... They combine three important cognitive areas: literacy, education mathematical representations and that specific area to which the topic of the crossword puzzle belongs (artistic and aesthetic, literature, the formation of natural science ideas, etc.).

The methodology for solving crossword puzzles by children is almost the same as that of adults. After the teacher reads the first task, the children offer their own answer options. The teacher, without evaluating the named words, without saying whether they are correct, asks each proposed word to count the number of letters and compare the resulting number with the number of cells in the crossword puzzle. Children themselves must come to the conclusion for which word these numbers coincide. For a preschool child this work is a complex linguistic study.

For advanced children, crosswords are deliberately designed so that several different words with the same number of letters can be suggested for a separate item. Then the correct word will be the one for which already stands at the intersection of the lines common letter from another word.

In classes of this type, the main goal is not to solve the crossword puzzle as such, but to teach children to analyze the sound and letter composition of a word (teaching literacy) and counting (mathematics), as well as to update the cognitive content of the crossword theme. Therefore, there is no need to strive for a quick end result. Let the children practice these mental operations without haste in a playful way.

With this approach, children train phonemic hearing, improve the ability to sound analysis of words, develop memory, intelligence, logical thinking, and activate vocabulary.

In addition, solving crossword puzzles contributes to the development of such research skills as the ability to correlate one's guesses with reality, to put forward hypotheses, to check their truth, to abandon them if their assumptions do not correspond to objective criteria.

4.5. Similar functions are performed by solving puzzles.

Conclusion. In conclusion, I would like to emphasize once again that the opportunities for the development of the cognitive and research activity of children in preschool educational institutions are very great, and the task of a speech therapist is to strive as often as possible to create the necessary conditions for this. The document emphasizes the priority of developmental tasks over educational ones: “... the content educational program plays the role of a means of development, is selected as the formulation and solution of developmental tasks and can not always be set in advance. "

Literature

  1. Bolshakova S.A. Speech therapist work with preschoolers: Games and exercises. - M .: Education, 1996 .-- 28 p.

2.Ivanova A.I. Children's experimentation as a teaching method. // Management of a preschool educational institution. - 2004.- No. 4. - S. 84 - 92.

  1. Ivanova A.I. Person. Natural science observations and experiments in kindergarten: Method. manual for employees of preschool institutions. - M .: OOO "TC Sphere", 2004. - 224 p. (Series "Development Program").
  2. Letter from the Ministry of Education and Science of the Russian Federation dated February 28, 2014 No. 08-249 "Comments on the Federal State Educational Standard of Preschool Education."
  3. Povalyaeva M. P. Speech therapist reference book. - Rostov-on-Don, Phoenix, 2002 .-- 448 p.
  4. Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education."
  5. V. A. Slastenin et al. Pedagogy: textbook. allowance / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov. - M .: Publishing Center "Academy", 2002. - 576 p.
  6. Filicheva T.B., Chirkina G.V., Tumanova T.V. and other Correction of speech disorders: programs of preschool educational institutions of a compensatory type for children with speech disorders. - M .: Education, 2014 .-- 207 p.

Games-experiments in speech therapy classes are used to increase the effectiveness of correctional work.

“Tell me and I will forget.
Show me and I will remember
Give it a try - and I will understand "
/ chinese proverb /

To increase the effectiveness of correctional work in a speech therapy lesson in kindergarten, along with other types of work, experiment games are used.

The most fully and distinctly perceived and remembered by the child is what was interesting to him. Psychologists have proven that lessons learned without interest, not colored by their own positive attitude, emotions, do not become useful.

The child answers questions in class, 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 support of solid knowledge. Children remember poorly, as learning does not capture them.

In speech therapy classes, children can not just learn something, but try and experiment on their own, gaining knowledge.

Learn by playing, experimenting! What is a game, an experiment?

The game Is a didactic and socially important type of activity that fosters the ability to collectively react, collectively act.

It is the game that allows each child to feel like a subject, to show and develop their personality.

V.A. Sukhomlinsky wrote:

“There are no people in the world more serious than children. While playing, they not only laugh, but also deeply experience, sometimes suffer. "

And an experiment is "a trial, experience, an attempt to accomplish something"

Through games-experiments in speech therapy classes, the following are implemented tasks:

  1. expansion and deepening of information about the world around, the formation on this basis of a system of ideas;
  2. development of mental operations in children - analysis, synthesis, comparison, generalization;
  3. development of children's speech, teaching them the interrogative form of speech interaction;
  4. the formation of the need for the organization of cognitive communication with an adult;
  5. development of abstract and logical thinking children.

Examples of experiment games

I will give examples of games-experiments used in speech therapy classes in a group of compensatory orientation for children with disabilities (speech impairment-OHP).

First of all, we try to tie experimental activities children with the studied lexical topic.

What does it do?

  • The lexical and grammatical means of the language are being consolidated,
  • Coherent speech develops,
  • Logical thinking.
  • And most importantly, children learn to pose a question, analyze, find the right answer and draw a conclusion.

I. Theme "Fruit".

Two plates covered with napkins are brought in (two apples: one green, the other red)

A riddle to help you understand what's on the plates:

Round, ruddy,
I grow on a branch.
Adults love me
And little kids. (Apple)

Generalization (what is this vegetable or fruit?)

Color, shape.

What can you cook? How do you call it?

Question: without trying to taste, determine which of these apples is sweet and which is sour?

Children's answers. We taste it, find the correct answer, draw conclusions.

2 options:

Green apple is sweet, red is sour,

Both green and red apples are sweet.

II. Theme "Toys"

"What's harder?"

Two toy cockerels, the same size, but one made of clay, the other made of plastic.

Q: Which toy is heavier?

Children's answers. We try, we draw conclusions: a clay toy is heavier.

Ball games.

Ball riddle:

Round, smooth and pot-bellied -
The guys hurt him.
Why is the poor man beaten?
Because it's inflated.

What material can the ball be made of, what will it be called?
What can a ball do? (jump, roll, you can throw it, etc.)

What ball? (words-signs).

Experiment options:

a) take two balls of the same size, only one made of rubber, the second one made of plastic.

Question: which of the balls will bounce when hitting the floor?

Children's answers.

Children alternately hit the ball on the floor and draw conclusions.

b) Two balls, the same size and both rubber. We do not touch one ball, we will make a hole in the other, what will happen?

Children's answers.

Will such a ball be able to jump, bounce? Children's answers.

Now let's check it out. Children are encouraged to knock on the floor first with a deflated ball, then with a regular one.

Is there any difference what the reason is?

Conclusion: the more air in the ball, the better it jumps.

c) Drown a deflated ball in water, normal.

The question is posed,

Answers of children,

With the help of the demonstration, we confirm the correct answer.

We draw conclusions.

“What floats, what drowns? "

Two spoons: one made of metal, the other made of wood.

Which of these spoons will sink and which will not? Why?

Children draw conclusions: wooden objects do not sink, iron ones sink.

Sand experiment games.

We spend outdoors in a sandbox, aimed at developing tactile sensitivity and fine motor skills hands.

1) "Easter cakes"

One part of the sandbox with dry sand, pour the other with water.

What sand can be used to make "Easter cakes" from dry or wet?

2) "Walk" with your palms on the surface of the sand, performing different movements.

Question: on which half of the sandbox are the traces more visible, where is dry sand or wet?

Children's answers.

“How many ways can a person move? "

Purpose: the development of general motor skills, to activate the verbal dictionary in the speech of children.

  • is a person alive or inanimate?
  • by what signs can you tell that he is alive?

Assignment: Come up with different ways of getting around and get to the bowling pin.

We identify who have come up with more ways of transportation, conclusions are drawn that a person can use a huge amount different ways movement.

Approximate options: jump on one (two) legs, walk, crawl on your stomach, back, on all fours, dance, roll, etc.

"How many ways can you get drunk?"

Purpose: to develop the thinking abilities of children.

Approximate options are to drink from a mug, savor from a saucer, drink through a straw.

"How many ways can you eat bread?"

Purpose: to develop the thinking abilities of children, to activate adjectives and a verbal dictionary in the speech of children. Materials and equipment for each child, all of this must be clean and in accordance with hygiene standards.

Question: what kind of bread is (white, black, sweet, sour, fresh, tasty, etc.)

Come up with different ways to eat bread.

Approximate options: cut off, break off, bite off, pinch off, take with your lips, feed someone.

The results are summed up, it is revealed who has come up with more ways to eat bread.

Conclusions are drawn: a person can use a large number of different ways to eat bread.

Thus, in the process of correctional and developmental work, including new techniques and methods, in particular games - experiments, favorable conditions are created for correcting deficiencies in speech development, in personal, cognitive, emotional and volitional spheres.

Pimkina I.N.,
teacher speech therapist

Software content: Teach children to establish elementary connections in inanimate nature... Promote the accumulation of specific ideas about the properties of air in children. Continue to develop cognitive activities in children through experimentation. To develop the speech of children when describing what they saw and establishing cause-and-effect relationships. Develop the ability to work together (in pairs), help and support each other in difficult situations. To foster respect for the environment.

Preliminary work:
1. Conducting a conversation "Air on Earth";
2. Consideration of the encyclopedia "Our Planet";
3. Reading A. Lindgren "Carlson who lives on the roof";
4. Free experimentation in the corner of experimental activity.

Material: fans according to the number of children, magnifying glasses, disposable plates and spoons, bottles, glasses, candle, jar, paints, brushes, Balloons, disk, doll-Carlson.

Course of the lesson:

Educator: Guys, today a sound letter came to our group. Want to know who it is from? (Watching an excerpt from the cartoon "Carlson Who Lives on the Roof", while the recording sounds)
My laboratory
Known to everyone, friends!
With great impatience
I am waiting for you today.
Any substance a riddle
Here you can recognize
But just sorry
I may be late.
Recently experience did,
I messed up something
And as if invisible
Settled with me
He plays with me
I do not see him,
Try, find
Its you for me.

Educator: Guys, along with the letter, Carlson also sent a plan on how to get to his laboratory. Well, let's go to Carlson's laboratory? We will go exactly according to plan.

Educator: What a spacious, bright Carlson laboratory. How much equipment for experiments.

Educator: Are we starting to look for invisibility?

A knock on the door. The toy Carlson appears.

Carlson: Hello guys! It's good that I made it. Now we will all be looking for invisibility together.

Experience number 1. Take a glass beaker with a wide mouth half-filled with water. Let's tint the water with watercolors. Let's take a smaller jar, one that fits easily into a large one. Firmly holding the jar by the bottom, carefully lower it with the neck down into the tinted water. (Children observe and conclude that water is not included in the jar).

Educator: What is stopping her, because the jar is empty. Or not? Or maybe there is an invisibility lurking here? Couldn't it be made to appear, to become visible? Let's try?

Experience number 2. We take all the same small jar and put it in a bowl of water, but with the neck up. (Children observe how air bubbles pop out at the jar and rush to the surface of the water).
Children: There was air in the jar, it is lighter than water, so the water filled the space in the jar.
Carlson: Guys, do you think there is air in the water?
(Children examine a glass of water, mark transparent bubbles on the walls of the jar).

Experience number 3. Put a spoon carefully in the jar and stir the water. The bubbles begin to whirl, gradually rise to the surface and disappear.
Children: There is air in the water too.
Educator: Guys, let's assume: is there air in the soil? (Children's assumptions).
Educator: Let's check. Consider through a magnifying glass what is soil made of? (Children consider).
Children: Grains of sand, dust grains, dry blades of grass, glued together into lumps of different sizes.
Educator: Isn't the invisible air hiding here? Let's make an experiment.

Experience number 4. Children put a lump of soil into a glass of water.
Children: Transparent bubbles have appeared on the lumps and they are understood upward.
Educator: This is the air that was inside a lump between grains of sand and blades of grass. The water went in and forced him out. He surfaced and mixed with the air around us. (Children conclude: there is air in the soil).
Educator: What conclusion can be drawn from these experiments?
Children: Air is everywhere. He is around us. Air takes up space. Available in water and soil.
Educator: Why can't we see him?
Children: The air is transparent, colorless. Odorless and tasteless.
Carlson: That's how interesting! Can you feel the air?
Educator: Guys, take a fan in your hands and wave it near your face. From your movement, the surrounding air vibrates, and you seem to hear his voice: "I am!", "I am around you!"

Physical education:
The fan blows the air
The fan is catching up with the wind.
Makes us wake up
Pull, smile!
Fan, fan like a bird
Loves to spin in the air.
So let's go with him guys
We fly like eagles.
Swooped down, rested,
The air took a deep breath.
Head left, right, sideways-
The fan helped us to stretch!

Educator: Now we will rest a little.
Children perform a verse from a song about a loser wizard.
Educator: I want to show you another experience, but I will do it myself. If you want to repeat it at home, then you must definitely do it together with adults.
Educator: How can you extinguish a candle without touching it or blowing it out?

Experience number 6. Light a candle. Hold a porcelain cup over a candle flame. The subject has darkened - covered with a layer of soot. The air is dirty.
Carlson: I flew by and saw black smoke coming out of the pipes.
I flew through the air
And it hummed with a motor.
Suddenly - a pipe, above it smoke,
I turned out to be above him.
I got lost in the smoke
What is wrong with me - I don’t understand.
I coughed and sneezed for a long time,
He even stopped seeing.
Here the question is clear to anyone!
Dirty air is dangerous for us
Don't fly over the pipe -
You are risking yourself!

Carlson: Guys, what is the name of the city in which you live? What factories are there in your city?
Children: Mashzavod, Nefteorgsintez, Nickel Combine.
Educator: Guys, what should we do?
(Children offer to wear masks, come up with an air purifier).
Sketch and leave in the laboratory.

Educator: We sent all your drawings to factories and there design engineers will develop new air cleaners.
Carlson: Thank you guys for interesting discoveries... What did you enjoy doing the most in my laboratory? What do you remember? What interesting things did you learn?
I want to give you balloons as a goodbye. Now you know what kind of invisibility hid in them.

Duration of the lesson: 25 minutes
Title: Lesson on experimental activity in senior speech therapy group"In the laboratory at Carlson's"
Nomination: Kindergarten, Lesson notes, GCD, experimental activity

Position: educator first qualification category
Place of work: MDOAU No. 106 " Pansies»
Location: Orsk, Orenburg region

Vlasenkova V.I. teacher speech therapist.

Software content:

1. To acquaint children with the sound “B”, to consolidate the articulatory structure of the sound. Continue to learn to select a given sound from syllables, words , independently invent words with a given sound.

Learn to come up with words-signs for a given word-subject

2. Develop attention, thinking, quick-wittedness when guessing riddles and finding a way out problem situation in the story. Teach children, based on the results of the experiment, to draw conclusions and correct their actions.

3. To consolidate children's knowledge of the basics of the safety of life (rules of conduct in everyday life): to be able to assess the safety of invented games.

Preliminary work.

  1. Conversations about the rules of conduct in everyday life.
  2. Reading the story of G. Yudin “How the Mouse was naughty”.

Equipment:

Handout:

  1. envelopes with cut pictures;
  2. plastic cups and pasta for the experiment;
  3. stripes - words made of metallized paper;

Demo material:

  1. picture and toy Mouse Mouse;
  2. book-piggy bank for invented words;
  3. adapted from G. Yudin's story “Diver Mouse”;
  4. video-cartoon from the official website of the Ministry of Emergency Situations “Spasik and His Friends” (rules of conduct in everyday life);
  5. Pictures depicting divers;

    6. 6. Valerian tincture.

    The course of the lesson.

    Organizational moment.

    The speech therapist invites the children to meet the guests present at the lesson and smile at them.

    Emotional charging: To make it even brighter and more comfortable in the office, the speech therapist suggests collecting children's smiles into one big bouquet and toss up

    Guys, another interesting guest should come to our lesson, but, unfortunately, he is a little late. He asked you to fold the cut picture and then you can recognize him.

    (children put together a cut picture - a mouse)

    Main part.

    A toy mouse MUSHA appears, meets the children and invites the children to play, because he is a real inventor and loves funny games very much.

    1 Riddles of a mouse Mouse:

    a) To rain from the sky,

    So that ears of bread grow

    To sail the ships

    To cook jelly,

    So that there is no trouble-

    We cannot live without …….(water)

    b) I entered the green house

    And stayed in it all evening.

    Turned out to be this house

    Quickly in another city. (railway carriage)

    c) A warm wave splashes

    To the banks of cast iron.

    Guess, remember

    What is the sea in the room? (bath)

    2. Isolation of the sound "B" from the answers.

    3. Showing and explaining the articulation of the “B” sound.

    Display of the signal picture to the sound “B”. Uttering the sound quietly, loudly, on tables, in rows, individually - on the instructions of a speech therapist.

    4. Bringing in a book-piggy bank for words (as they come up with words, children and guests put them in a piggy bank)

    5. Play "Clap your hands" when you hear the sound "B"

    Among other sounds;

    Highlighting sound in syllables;

    Highlighting sound in words (we put the words-strips in the piggy bank)

  6. Exercise for attention:
    7.

"How many fingers have we bent?"

Instructions : bend our fingers if we hear the sound "B"

Birds flew: crow, sparrow, tit, dove, peacock, seagull.

(words to the piggy bank)

7. EXERCISE MINUTE.

Mouse: As children of railway workers, you know the word that begins with the sound "B"

Here and there, head turns

Here and there right and left

There is noise and din on the platform. clap hands

Here is a dial tone calling we put our fists to our lips,

as if we are playing the trumpet

The train will leave soon. move with bent elbows,

depicting the wheels of a steam locomotive

8. Reading the story of G. Yudin "The Mouse-Diver"

Speech therapist: Mouse, do you know what games are? Our guys will tell you:

Interesting

Entertaining

Developing

Movable

Tabletop

Sports

-dangerous !!!

Let's read to the guys G. Yudin's story about how you, a mischievous person, played one dangerous game

Diver mouse.

As soon as mom and dad left, Mouse Mouse decided it was time to become a diver. (Remember who a diver is, look at the picture).

He poured a full bath of water, tied an iron to his belt so as not to float, plugged his nostrils and ears, and took a long pasta to breathe through

(Experiment with pasta)

The speech therapist teacher invites the children to put pasta in a glass of water, and then continues reading the story.

Note: To avoid distracting children, the cup is placed in the cupboard.

Mouse took a deep breath and dived. Putting the pasta out of the water, Mouse walked freely along the bottom of the bath, admiring his invention.

Questions for children: What do you think happened to the pasta?

A glass of pasta soaked with water is removed from the cabinet (so that the experiment does not depend on time - this glass is prepared in advance)

“Well, it's time to float” - the mouse finally decided and tried to push off from the bottom, but the iron was so heavy that it was not possible to float. He tried to untie it, but the rope swelled and did not untie (Recall how difficult it is to untie wet laces or ties at a hat).

What to do? - the diver thought in despair.

Questions for children: How to find a way out of a difficult, problematic situation? - the guys offer different solutions to this problem.

Suddenly Mouse saw a cork in the bottom of the bathtub. Somehow Mouse pulled it out and the water rushed out of the bath with a noise, picking up the poor diver in a whirlpool and instantly sucking him into the hole.

This is how Mouse sat until the evening, until mom and dad came and scooped all the water out of the bathroom with buckets. They took out the diver, dried him, and then sat in the kitchen and drank valerian instead of tea. Like this!

(invite the guys to smell how strong this medicine smells)

9. After a short conversation about dangerous games, invite the guests together with the children to remember what words for the sound "B" they remembered in this story and also put these words in the piggy bank.

10. Speech therapist's story about a special portal created by the Ministry of Emergencies for children on the Internet, which is called SPAS - EXTREME.

Watching the video cartoon "Spasik and his friends" (rules of conduct in everyday life). - 4 minutes

11. Repetition and consolidation of the rules for organizing home games Conversation about dangerous games: with water, with fire, near roads, on railway tracks,

The result of the lesson.

Surprising moment. (The mouse treats the guys with sweets, which have turned from the drawn ones into the real ones).

3.3 Analysis of experimental results speech therapy work(control experiment)

At the stage of the control experiment, which was carried out in April 2009 on the basis of the MDOU "Children's Salon No. 133", the results of experimental speech therapy work on the development of word-formation skills in older preschool children with erased dysarthria were analyzed.

To conduct the survey, the technique of E.F. Arkhipova (1) (Appendix 2) was used, which we used at the stage of the ascertaining experiment.

Individual, total and group mean values ​​were analyzed. The performance of tasks by the children of the experimental group is presented in table No. 3.

The qualitative and quantitative analysis of the task performance is presented as follows.

From the data presented, it can be seen that almost all children scored the same points. The highest total score for two children (20%) - (Andrey I., Ksyusha T.). They scored 23 points. Children coped well with the tasks on word formation of qualitative, relative and diminutive-affectionate adjectives and nouns, and with the task on word formation of young animals, where they showed a level above average (3 points). However, Andrey I. completed the task on word formation of possessive adjectives at a level below the average, which corresponds to 1 point. He made mistakes in words such as (a slide of ice is an ice slide; the sun is a pine day; this one erases - this one has already washed - instead of already erased, etc.).

Only one child received 22 points for completing tasks (10%) - (Sasha D.). He showed a high result when performing the task on the derivation of diminutive nouns (4 points).

Katya K. - (10%) scored 19 points during the survey, but she had difficulties in performing tasks for the differentiation of verbs formed by the prefix method (mother sewed a button - mother embroidered a button), on word formation of professions female and the differentiation of the verbs of the Sov. and nesov. species (this one removes, and this one already "removes"; this one is eating, and this one is still eating). This is probably due to insufficient vocabulary development.

20% of children (Masha K. and Olya P.) during the survey scored the same total scores (18 points). In many ways, their answers coincide, but there are also significant differences. Olya P. and Masha K. with tasks for the differentiation of the Sov. and nesov. species, word formation of professions of the feminine gender and the differentiation of verbs formed by the prefix method coped at a level below average (cuts hair - nonitsy; plays football - ball). They received a score of 3 points for completing the task on the formation of diminutive nouns.

20% of children (Kostya P. and Olya P.) scored 16 points. The highest indicator (3 points) for Kostya P. is observed when completing the assignment for the formation of relative adjectives. However, he showed a level below average (1 point) when completing the task on word formation of qualitative, possessive, diminutive-affectionate adjectives, word formation of feminine professions and differentiation of Sov. and nesov. species. Therefore, further correctional and speech therapy work must be carried out with him.

20% of children (Vanya M. and Sveta L.) scored the same total marks - 17 points. Vanya M. has an above-average level (3 points) when performing tasks on the formation of possessive adjectives and the formation of diminutive nouns. Sveta L. scored 1 point on all indicators: the exception is the tasks for word formation of diminutive nouns, the formation of names for baby animals and word formation of feminine professions. For their implementation, Sveta L. received 3 points.

The lowest indicator of the development of word-formation skills, as before, was recorded in one child (10%) - (Nikita S.). He received a score of 12 points. Most of Nikita S.'s answers are below average. During the work Nikita S. had behavioral features... He laughed, jumped up from his chair and ran.

The average group indicator is 11.1.

Individual results by level are presented in Figures №11-№20.




Analysis of individual graphs shows that a high level of performance (100% - 75%) is observed when performing task No. 1 in one child (10%).

The level above the average (75% - 50%) can be traced in the performance of task No. 1 - 7 people (70%); task number 2 - 1 person (10%); task number 3 - 2 people (20%); task number 4 - 2 people (20%); task number 5 - 4 people (40%); task number 6 - 4 people (40%); task number 8 - 1 person (10%); tasks №7, 9, 10 were performed at the average and below average levels.

At the middle level (50% - 25%), 2 people (20%) completed task No. 1; task number 2 - 4 people (40%); task number 3 - 3 people (30%); task number 4 - 2 people (20%); task number 5 - 2 people (20%); task number 6 - 6 people (60%); task number 7 - 1 person (10%); task number 8 - 2 people (20%); task number 9 - 7 people (70%); task number 10 - 5 people (50%).

At the level below the average (25% - 10%), 5 people (50%) completed task No. 2; task number 3 - 5 people (50%); task number 4 - 6 people (60%); task number 5 - 4 people (40%); task number 7 - 9 people (90%); task number 8 - 7 people (70%); task number 9 - 3 people (30%); task number 10 - 5 people (50%); tasks №1, 6 were performed at the average and above average levels.

At a low level (up to 10%), none of the tasks was completed.

Thus, there was a positive dynamics in the formation and development of word-formation skills.

· On the high level one task completed (# 1);

· At the level above the average 7 tasks were completed (№1,2,3,4,5,6,8);

· At the middle level, all 10 tasks have been completed;

· At the level below the average, 8 tasks were completed (No. 2,3,4,5,7,8,9,10);

· Not a single task at a low level has been completed.

The greatest difficulties arose in children when performing tasks on word formation according to the definitional type, differentiation of verbs formed by the prefix method and differentiation of perfect and imperfect verbs. We believe this is due to the fact that children with erased dysarthria vocabulary is very limited, in some cases the adequate choice of linguistic material is violated, there is an imperfection in the search for nominative units, often words are replaced by similar ones in the situation, purpose.

The simplest seemed to the children to complete the task of word formation of diminutive nouns and adjectives, the formation of the names of baby animals. It should be considered that this is due to the fact that in the speech practice of children, this material is often encountered. When playing with each other in a group, children use diminutive nouns in relation to animals (elephant-elephant, dog-dog), to inanimate objects (table-table, chair-chair), and in relation to another person (good is cute, beautiful - pretty).

Thus, after carrying out the correctional speech therapy work aimed at the development of word-formation skills, it can be concluded that the correctional speech therapy work at the stage of the formative experiment was successful. The goal of the study has been achieved, and its hypothesis has been confirmed.


Conclusion

Common speech impairment among children of preschool age is erased dysarthria, which tends to a significant increase. It is often combined with other speech disorders (stuttering, general underdevelopment speeches, etc.). This is a speech pathology, manifested in disorders of the phonetic and prosodic components of speech functional system, and arising as a result of unexpressed microorganic damage to the brain (6).

Pronounced violations of sound pronunciation with erased dysarthria are difficult to correct and negatively affect the formation of phonemic and lexical-grammatical aspects of speech, complicate the process schooling children. Timely correction of speech development disorders is necessary condition psychological readiness of children to study at school, creates the preconditions for the earliest social adaptation preschoolers with speech disorders (7). This is extremely important, since the choice of adequate directions of correctional and speech therapy influence on a child with erased dysarthria and the effectiveness of this influence depend on the formulation of the correct diagnosis.

The problems of erased dysarthria were studied by such authors as G.G. Gutsman, O.V. Pravdina (60), L.V. Melekhova (50), O.A. Tokarev (72), I.I. Panchenko, R. I. Martynova (48), L.V. Lopatina (45), A.V. Serebryakova (64), M.V. Ippolitova, E.M. Mastyukova, E.F. Arkhipova (1), M.B. Eidinova.

Analysis of theoretical sources shows that erased dysarthria is a speech disorder characterized by the combinatorial nature of multiple violations of the process of motor realization of speech activity. The main symptom of a speech defect with erased dysarthria is phonetic disorders, which are often accompanied by an underdevelopment of lexico- grammatical structure speech. Violations phonetic side speech is difficult to correct, negatively affect the formation of the phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. Researchers note the lack of word-formation skills in these children, which complicate the process of schooling children. Timely correction of violations and further development of word-formation skills is a prerequisite for the readiness of children to master school curriculum in various subjects.

We carried out an experimental study of the state of word-formation skills in preschool children with erased dysarthria. The study involved two groups of preschool children with erased dysarthria on the basis of the Kindergarten №133.

The experimental study involved two groups of older preschool children (6-7 years old): with erased dysarthria and with normal speech development... To conduct the survey, the technique of E.F. Arkhipova (1) was used, which is intended for preschool children with erased dysarthria. According to the results of the survey, we came to the conclusion that the tasks were performed mainly at the levels of the average and below the average, that is, the word-formation skills in children with erased dysarthria are insufficiently formed, which requires special correctional and speech therapy assistance.

The purpose of the formative experiment was to test tasks and exercises aimed at the formation of word-formation skills in older preschool children with erased dysarthria. Based on the methodological literature, we selected tasks and exercises aimed at the formation of word-formation skills in children with erased dysarthria. After the formative experiment, we organized a control experiment to assess the effectiveness of correctional speech therapy work on the formation and development of word-formation skills in older preschool children with erased dysarthria. According to the results of the tasks performed by each child, individual, general and average group values ​​were obtained.

Comparing the results of the ascertaining and control experiments, we can conclude that in the experimental group there is a positive dynamics of the formation and development of word-formation skills.

As a result of the formative experiment, the average group indicator in the children of the experimental group increased by 25% and began to correspond to the 3rd level. Thus, the formative experiment is successful. The goal of the study has been achieved, and its hypothesis has been confirmed.


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Chair-chair), and in relation to another person (good - pretty, beautiful - pretty). To increase the effectiveness of the speech therapist's work in teaching preschool children with erased dysarthria, word formation, we have developed guidelines... The incorrect use of the lexical and grammatical means of the language by a child with a mild degree of dysarthria is due to articulatory ...

With erased dysarthria 2.1 Purpose and objectives of the research In the course of the research, the following goal was set: to identify the level of formation of the grammatical structure of speech (functions of inflection and word formation) in older preschool children with erased dysarthria and to determine the main directions of the necessary correctional work. To achieve this goal, the study decided ...

...); § reproduction initial form words (for a horse - a horse, for a cow - a cow) Summing up the above, we can conclude that the development of word formation of animal names in children with a delay mental development at a low level. Formation of nouns with the meaning of femininity When completing the assignment for the formation of nouns with the meaning of femininity, ...