Personally-oriented approach to students with speech disorders in primary school in correctional and developmental classes
The World Declaration on Child Survival, Protection and Development states: “The children of the world are innocent, vulnerable and dependent. They are also inquisitive, energetic and full of hope. Their time should be one of joy and peace, play, learning and growth. Their future should be based on harmony and cooperation…” Both adults and teachers, including speech therapists, should build their relationships on harmony and cooperation.
In my correctional and developmental work, I use a personality-oriented model of interaction, which is aimed at creating comfortable psychological conditions for the child (student - speech pathologist), at maintaining and developing trust in the world (positive attitude to life), developing the individuality and personality of the child. Knowledge, skills and abilities in this model act as a means to achieve the goal.
Pupils of this category experience persistent difficulties in mastering the primary education program of a general education school due to insufficient formation of the speech function and psychological prerequisites for mastering educational activities. They have violations of the phonetic and phonemic component of the speech system, defective pronunciation of some sounds, insufficient formation of phonemic processes, resulting in difficulties in mastering writing and reading, violations of the lexical and grammatical component of the speech system, insufficient development of coherent speech.
In addition, students with speech disorders are noted: unstable attention, insufficient observation in relation to linguistic phenomena, insufficient development of verbal and logical thinking, insufficient ability to memorize predominantly verbal material. And as a consequence of this, students have difficulties in the formation of educational skills (planning work, determining ways and means to achieve the educational goal, monitoring activities).
In connection with these features of students with speech disorders, I have identified the following areas of work:
- development of the sound side of speech and correction of pronunciation defects;
- expansion of vocabulary;
- formation of the grammatical structure of speech;
- formation of coherent speech;
- development and improvement of psychological prerequisites for learning;
- formation of full-fledged educational skills;
- development and improvement of communicative readiness for learning;
- formation of communicative skills and abilities adequate to the situation of educational activity.
I begin my work with the collection of anamnesis, data on the early development of the child, previous diseases, the study of non-speech mental functions, the state of sound pronunciation, the study of the anatomical features of the articulatory apparatus, speech motor skills, the state of respiratory and voice functions, the reproduction of the sound-syllabic structure of the word, the state of phonemic perception , the state of phonemic analysis and synthesis, the study of vocabulary and the grammatical structure of expressive speech, the state of coherent speech, etc. After a speech therapy examination and determination of a speech therapy conclusion (diagnosis), I conduct individual (2 times a week) and subgroup classes (2-3 times a week ) with students.
In the classroom, an individual and differentiated approach to each student is carried out directly. Work is underway to develop articulatory motor skills, staging, automating and differentiating sounds in speech, as well as developing phonemic perception, correcting impaired functions, taking into account the capabilities and individual characteristics of each child. Thus, for example, when preparing the organs of articulation for the pronunciation of whistling sounds, students perform some exercises “Swing”, “Slide”, “Strongman”, “Steam Locomotive”, and when setting up hissing sounds, other exercises: “Malyar”, “Horse”, "Ladle", "Delicious jam".
At correctional and developmental classes, an integrated approach is implemented, since at the same time work is being done on facial expressions, the development of fine motor skills, etc. Students transform into heroes of fairy tales, animals, aliens. Thus, imagination, creative fantasy develops, work is underway on the intonational expressiveness of speech, facial muscles are strengthened.
In subgroup classes with students, work is carried out to consolidate sounds in speech, expand vocabulary, develop coherent speech, board games, wall posters and didactic manuals on various lexical topics are used. The classes include tasks for the formation of the psychophysical sphere of children. These are psycho-gymnastics, relaxation, dynamic pause, eye gymnastics, games for the development of fine motor skills with massage balls and other attributes, voice and breathing exercises, didactic exercises for the development of attention, memory, thinking and speech.
In addition, to achieve positive results, the exercises of the educational kinesiology program "Brain Jim" are used: "Lying Eight", "Elephant", "Owl" and others, which are very popular with children and develop their creative abilities. Kinesiology is movement therapy. Kinesiology and kinesiotherapy methods are new systems of healing.
Brain Gym is a fun, interesting motor exercise and activity that contributes to the overall development of the child. They form the core of educational kinesiology. This is the science of using the tone of certain muscles in diagnosing a person's condition and choosing methods of correction. It is based on the use of functional relationships existing in the human body between muscle tone and the corresponding structural, energy and emotional disorders.
Edu-Kineste (EK) is a technique that helps students increase their learning potential through certain bodily movements and efforts. With its help, you can achieve very good results in the intellectual and emotional sphere of children: this is the elimination of emotional imbalance, increased efficiency, academic performance among students.
Learning success achieved with EC is learning through new structuring of movements and areas of the brain that were previously blocked. Changes in student learning and behavior are often so rapid and profound that they cannot be overlooked. Exercises help students understand the process of perception of information and self-expression, better use their potential.
Proponents of Brain Gym exercises consider them the most effective means of improving the quality of life and learning through the joy of movement.
In speech therapy classes, I try to pay great attention to the development of the emotional-volitional sphere and gaming activities, the formation of the traits of a harmonious and uncomplexed student's personality (friendship, respect, self-respect, critical self-criticism, assessment and self-esteem).
All remedial classes are focused on the psychological security of students, their comfort and the need for emotional communication with the teacher. Various options for conducting classes were created using literary characters "Slovoznaykin" and "Zvukoznaykin", specially made plots of fairy tales on a flannelgraph and a magnetic board, elements of plot-didactic games, using subject and plot pictures.
It should be noted that such a construction of classes allows to achieve sustainable attention of students and maintain interest throughout the lesson. And this is important, given the fact that students-speech pathologists often have an unstable psyche, they have an unstable psycho-emotional state, reduced performance and fatigue.
Such an organization of classes contributes to the development of coherent speech of students, a positive emotional state of children, maintaining interest and attention to the topic under study, and hence effective performance.
In conclusion, I would like to note that it is very important to create a situation of success in correctional and developmental classes and give an anticipatory positive assessment to students with speech disorders so that they believe in themselves and become more confident, show cognitive activity in linguistic phenomena. In this case, it is necessary not to forget the rule of three "P":
- understand,
- accept,
- to admit
children have the right to be who they are.
In addition to these technologies, in my work I use speech therapy massage, Su-Jok therapy, music therapy, games with symbol models and other non-traditional methods, which allows me to achieve high results. After all, a well-developed speech of a child is an important condition for successful schooling.
Literature
- Akimenko V.M. New speech therapy technologies. Rostov n / a: Phoenix, 2008.-105 p.
- Akimenko V.M. Correction of sound pronunciation in children. Rostov n/a: Phoenix, 2008.-110p.
- Eletskaya O.V., Gorbachevskaya N.Yu. Organization of speech therapy work at school. M.: TC Sphere, 2005.-192 p.
Kindergarten
“By mastering the native language, the child learns not only words ... but an infinite number of concepts, views on objects, a multitude of thoughts, feelings, artistic images, logic and philosophy of language - and learns easily and quickly, in two or three years, as much as half that cannot be mastered in 20 years of diligent and methodical teaching. Such is this great folk teacher - a native word.
Children with speech disorders
Children with speech disorders are children who have deviations in the development of speech with normal hearing and intact intelligence. Speech disorders are diverse, they can manifest themselves in violation of pronunciation, grammatical structure of speech, poverty of vocabulary, as well as in violation of the pace and fluency of speech.
According to the degree of severity, speech disorders can be divided into those that are not an obstacle to learning in a mass school, and severe disorders that require special training.
However, in mass children's institutions, children with speech disorders also need special assistance. In many “general education” kindergartens, there are speech therapy groups where children are assisted by a speech therapist and educators with special education. In addition to speech correction, children are involved in the development of memory, attention, thinking, general and fine motor skills, and teach literacy and mathematics.
Children with deficiencies in pronunciation, with writing disorders due to speech underdevelopment, and stuttering children are sent to speech therapy groups.
Typical for severe speech disorders is its general underdevelopment, which is expressed in the inferiority of both the sound and lexical, grammatical aspects of speech. As a result, most children with severe speech disorders have limited thinking, speech generalizations, difficulties in reading and writing. All this makes it difficult to master the basics of science, despite the primary preservation of mental development.
Consciousness of one's inferiority and impotence in attempts to communicate often leads to changes in character: isolation, negativism, violent emotional breakdowns. In some cases, there is apathy, indifference, lethargy, instability of attention. The severity of such reactions depends on the conditions in which the child is located. If attention is not fixed on his defect, the incorrectness of his speech is not emphasized with tactless remarks, they try in every possible way to understand him and alleviate the difficult situation in society, there are less reactive layers in the child's personality. Usually, with the right pedagogical approach, children master oral and written speech, learn the necessary amount of school knowledge. Along with the development of speech, as a rule, secondary changes in the psyche also disappear.
Of the severe speech disorders, alalia, aphasia, rhinolalia and various types of dysarthria are most common.
Severe speech disorders also include some forms of stuttering, if this defect deprives the child of the opportunity to study in a public school.
The education and upbringing of children with severe speech disorders is carried out according to a special system in special kindergartens for children with severe speech disorders. First of all, it is necessary to establish close contact with the child, carefully, carefully treat him. Training consists in correcting a defect in oral speech and preparing for the acquisition of literacy. When teaching arithmetic, special attention is paid to the development of understanding the text of tasks. Ways of compensation depend on the nature of the defect and the individual characteristics of the child.
The main areas of correctional work of a speech therapist:
1. Improvement of movements and sensorimotor development:
Development of fine motor skills of the hand and fingers;
Preparing the hand for writing.
2. Correction of certain aspects of mental activity:
Development of visual perception and recognition;
Development of visual memory and attention;
Formation of generalized ideas about the properties of objects (color, shape, size);
Development of spatial representations and orientation;
Development of ideas about time;
Development of auditory attention and memory;
3. Development of basic mental operations:
Formation of correlative analysis skills;
Development of grouping and classification skills;
Formation of the ability to work according to verbal and written instructions, algorithm;
Formation of the ability to plan their activities;
Development of combinatorial abilities.
4. Development of different kinds of thinking:
5. Development of different kinds of thinking:
Development of visual-figurative thinking;
Development of verbal - logical thinking (to be able to see and establish logical connections between objects, phenomena and events).
6. Correction of violations in the development of the emotional and personal sphere (relaxation exercises for facial expressions, reading by roles).
7. Development of speech, possession of the technique of speech.
8. Expansion of ideas about the environment and enrichment of the dictionary.
9. Formation of the syllabic structure of the word
10. Development of coherent speech
11. Correction of individual gaps in knowledge.
Communication with parents
For successful work, a speech therapist must maintain close contact with the child's parents, conduct individual conversations and consultations with them. As far as possible, parents should be present at the classes, if not at all, then definitely at the installation. The speech therapist introduces them to the essence of the child's speech disorder, as well as to all speech therapy guidelines and requirements for parents to establish a general and speech regimen at home, and also to perform the tasks of a speech therapist at home.
The main tasks of a speech therapist in correctional and developmental education:
1) Strengthening and development of children's health.
2) Ensuring the flexibility and plasticity of the general system of pedagogical influences in accordance with the changing capabilities of children.
3) Individualization and differentiation of pedagogical methods, techniques and means, in relation to each specific child.
4) The development of cognitive interests, cognitive activity in the development of the surrounding reality.
5) Formation of an emotionally positive attitude of children to classes.
6) Development of fine motor skills of the hand.
7) Development of the regulatory function of speech, speech mediation of activity and mastery of communicative speech means of communication.
"An integrated approach to the work of a teacher - a speech therapist and
teacher - psychologist with children with speech disorders "
Speech performs a wide variety of functions in human life - communication, transfer of accumulated human experience, regulation of behavior and activity. In order to fulfill all its functions, speech goes through a complex and long path of development, closely related to the general mental development of the child - the enrichment of his activity, perception, thinking, imagination, emotional-volitional sphere.
Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. Some children have certain negative character traits, negative personality manifestations, disturbances in the development of the emotional-volitional sphere (increased excitability, disinhibition, sensitivity, isolation, negativism, inability to volitional efforts, a tendency to affective reactions, etc.). Often there are disorders of attention and purposeful perception, as well as a decrease in overall performance. Practice shows that some children with speech disorders (even after reaching the age of 5 - 5.5 years) are psychologically unprepared for active participation in speech therapy classes.
In the literature, the issue of interaction in the work of a speech therapist teacher with educators, a music director is quite widely covered. There is very little material on the joint work of a speech therapist and a psychologist, although this work is very important and relevant. We offer our approach to this problem.
An integrated approach is based on the following provisions:
Recognition of early signs of speech disorders and their impact on overall mental development;
Timely warning of potential deviations based on the analysis of the structure of speech insufficiency;
Accounting for the socially conditioned consequences of the deficit of verbal communication;
Accounting for the patterns of development of children's speech in the norm;
A differentiated approach to corrective work with children;
The unity of the formation of speech processes, thinking and cognitive activity;
Simultaneous correctional - educational impact on the sensory, intellectual and affective-volitional sphere.
Work is carried out in the following areas:
Applied psychodiagnostics;
Developmental and psycho-correctional activities;
Consulting and education of teachers and parents;
Interaction with specialists.
Working with children starts at an early age. The psychologist observes the children, then the parents fill out special questionnaires and mini-questionnaires. On their basis, children with impaired speech communications and cognitive interests are identified. These children, together with their parents, are sent for a consultation with a speech therapist, where the child is examined, amnestic data are recorded (according to the parents). If necessary, the child is referred for a consultation with a neurologist, audiologist. Parents receive advice on language development.
In the middle group, children are examined in depth by a teacher-speech therapist and a teacher-psychologist. On the basis of these data, together with the teachers of the groups, individual psychological and pedagogical characteristics are compiled for submission to the IPC. The psychologist must be present at the meeting of the IPC in order to perform two functions: “security” (clarification of any situation that requires the competence of a psychologist for this child) and diagnostic (observing the child in a new situation, the emotional-volitional sphere is diagnosed, which gives a complete picture of levels of development of the emotional, intellectual and communicative spheres of the child at the same time). Thus, even before entering speech therapy groups, we have the necessary information on children - speech pathologists to determine the ways and forms of assistance, as well as the choice of means and forms of support.
We begin our work with older preschool children with planned diagnostics. After that, a joint meeting is held (educator, speech therapist, psychologist, physical education instructor, music director). The data obtained make it possible to establish the degree of violation of speech, psychological characteristics, health status, to outline the route of the individual development of each child.
Work with parents continues in middle and senior groups. General questions are submitted to parent meetings, and questions on familiarization with the diagnosis, work plan with the child are held in the form of individual consultations. For the effectiveness of corrective work with parents, trainings are held: "Development of fine motor skills", "Development of the articulatory apparatus", "Development of voluntary attention". Preventive and educational work with parents is organized through the design of information stands. The consultations contain specific recommendations that can be successfully used by parents in the upbringing and education of children.
Let us dwell directly on the organization of corrective work and the distribution of functions between specialists. Almost all children of speech therapy groups require increased attention due to the above features. The fact is that the result of corrective work does not depend on the number of hours worked, but on the systematic nature of the classes. It is not possible to carry out corrective work in these groups on a daily basis and with each child. Therefore, the psychologist works with children who have the most serious disabilities. The most "easy" options for the development of secondary defects, according to the recommendations of a psychologist, are corrected by the teachers themselves and the speech therapist teacher. The form of conducting correctional classes by a psychologist, depending on the type of correction and the characteristics of the child, can be both group and individual. The selection of correctional programs and methods for children is carried out according to the results of the diagnosis. The frequency of classes is 1-2 times a week, depending on the needs of the child. Often classes are built "block", i.e. every day for a month, and then continue after a while, if necessary. Continuity in the work of a teacher - psychologist and teacher - speech therapist also lies in the unity of thematic planning of remedial classes.
The complementarity of the positions of the teacher-psychologist, speech therapist and educator in the approach to the child, their close cooperation in all areas of work provides a higher rate of correction of speech disorders, cognitive sphere. Children quickly and painlessly go through the period of adaptation at school. We believe that the proposed integrated approach in the work of a speech therapist and psychologist increases the effectiveness of correctional work and contributes to the successful socialization of the child.
An integrated approach to the work of a teacher-speech therapist and a teacher-psychologist
Teacher - psychologist Teacher - speech therapist
Literature
1. Bolotova N.V. The work of a psychological service with children of speech therapy groups // Speech therapist in kindergarten. 2004. No. 2 (2)
2. Logopedia / Edited by L.S. Volkova. M .: "Enlightenment", 1989.
3. Belobrykina O.A. Speech and communication. Yaroslavl: "Academy of Development", 1998.
Article prepared
Teacher speech therapist
Erina Marina Alexandrovna
Target - creation of a system of interaction between teachers of a preschool educational institution in the process of correctional and developmental educational activities with children with speech disorders.
- The use of modern developments to improve the interaction of teachers of a preschool educational institution to create an integrated system of correctional and developmental activities.
- Creation of conditions for systematic corrective work of kindergarten specialists on the basis of a diagnostic, preventive, correctional and developmental approach.
- Formation of a mechanism that ensures a continuous increase in the speech, intellectual, mental, artistic, aesthetic and physical development of children with speech disorders.
Stages of work:
- Conducting a comprehensive diagnosis by all specialists of the preschool educational institution;
- Creation of an integrated system of correctional and developmental activities of specialists.
- Development of the mechanism of interaction between specialists of preschool educational institutions.
Organization of the educational process in accordance with the goals and objectives.
First stage — Comprehensive diagnostics, which helps to identify the level of knowledge and skills of children with speech pathology and build a correctional and developmental process, taking into account a personality-oriented approach. All DOE specialists carry out diagnostics in their area of work. Such diagnostics is carried out in accordance with the norms of professional ethics and helps to correct all the deviations that the child has on the basis of a comprehensive examination. Thus, within 3-4 weeks we make up an idea about each child with speech pathology. In children, phonemic hearing, vocabulary, grammar, prosodic side of speech, motor skills (general and fine), and creative activity (analysis of drawings) are checked.
The data of such diagnostics serve as the basis for teachers to choose the most effective ways of corrective work with children with speech disorders.
Second phase - Correction-developing activity is an integral system. Its goal is to organize the upbringing and educational activities of a preschool institution as a system that includes diagnostic, preventive and correctional and developmental aspects that provide a high, reliable level of speech, intellectual and mental development of the child.
A speech therapist teacher conducts medical and pedagogical consultations, carries out corrective work to correct speech defects, promotes speech therapy of regime moments and classes, which helps the child's personal growth, the formation of confident behavior, a sense of dignity, adaptation in a peer society, and in the future - successful schooling .
Third stage - The system of correctional and developmental activities provides for:
- conducting a system of classes (individual, subgroup, frontal);
- creation of a spatial and speech environment in kindergarten, stimulating the speech development of the child;
- working out the mechanism of the model of interaction between teachers (speech therapist, educators, teacher-psychologist, music director, physical education instructor, head of the art studio);
- the use of effective methods and techniques that activate the speech activity of speech pathologists.
The main direction is the creation of a single speech space that stimulates the speech development of the child (equipment of speech zones: mirrors for articulation and mimic gymnastics, visually illustrated material on lexical topics, basic phonetic groups, plot pictures for working on a phrase, toys for improving speech breathing, various manuals for the development of fine motor skills, visual memory and phonemic hearing).
Organization of interaction between a speech therapist and educator:
The leading role of a speech therapist in the pedagogical process is explained by the fact that a speech therapist, as a specialist, knows better the speech characteristics and capabilities of children with various speech pathologies, the degree of lag in speech development compared to the age norm, the dynamics of correctional work, as well as the principles, methods and techniques for the formation of correct speech skills. in children with speech pathology.
At the beginning of the school year, the speech therapist acquaints educators with the results of the examination of children, draws their attention to the peculiarities of speech development.
Educators should hear children's speech defects not only in phonetic, but also in its grammatical design and know that children's mistakes are not an accident, but a symptom of their speech problems.
At the same time, the speech of educators should be extremely literate, phonetically correct, as it serves as a model for children with speech pathology.
Educators should promote the development of all safe analyzers of children, thereby strengthening and expanding the compensatory capabilities of children, carrying out corrective work in various directions.
The speech therapist develops the skills of correct speech, and the educator is engaged in consolidating these skills.
For fruitful work on overcoming speech defects in children in work with educators, the following can be used:
- maintaining a notebook of interaction of specialists with recommendations and tasks;
- carrying out the work preceding speech therapy classes on the accumulation, expansion, activation of the dictionary, providing the necessary cognitive and motivational base for the formation of speech skills.
- speech therapy of regime moments and classes;
- conducting systematic exercises for the development of breathing, articulation, fine and general motor skills;
- conducting classes in mathematics, cognitive development, artistic and creative activities, integrating speech therapy goals.
- creation in the group of conditions conducive to the activation of children's speech;
- systematic monitoring of children's speech not only during classes, but also during regime moments;
- explanation (if necessary) of the tasks of a speech therapist to parents to consolidate the material covered during homework, which include replenishment, clarification, activation of the dictionary, fixing the correct sound pronunciation, development of fine and articulatory motor skills.
The speech therapist monitors and provides the educator with the necessary assistance.
It is recommended to allocate a place in the group for speech therapy classes, the so-called speech therapy corner, in which there should be board-printed games to form the correct air stream, to develop non-speech processes, etc.
Joint work of a speech therapist and a psychologist:
The tasks of the correctional work of a speech therapist and a psychologist are closely interrelated and are solved within the framework of a holistic approach to the formation of a child's mental activity. Training is aimed at general development, and not at training individual processes.
The main direction of the correctional and developmental work of a psychologist is the development of the emotional-volitional sphere, the promotion of the full mental and personal growth of each child.
Together with a psychologist, at the beginning of the school year, an examination, diagnostics are carried out, compensatory possibilities, difficulties in personal development and intellectual and cognitive activity are identified.
It is necessary to combine psycho-correctional work with pedagogical correction. For this purpose, the following methods are used:
- Fairy tale therapy techniques using the works of domestic and foreign authors;
- Art therapy and music therapy techniques;
- Methods of body-oriented psychotherapy.
- Psychocorrective games.
Psychocorrective games can be carried out by a psychologist, educators, and sometimes jointly. Games are selected according to the characteristics of children. Timid, slow children are appointed as drivers, they choose the main roles for them. For hyperactive children, calmer games are selected.
fairy tale therapy involves a psycho-correctional impact on children by reading specially selected literature in order to normalize and optimize their mental state.
When reading works, take into account:
- The degree of accessibility of the presentation, which depends on the understanding of the text and the level of speech development of children;
- The similarities of the situations in the book with the situations in which the child is;
- Lexical theme.
Art therapy and music therapy.
Psychocorrectional work by means of art therapy has a great therapeutic and corrective effect in working with children with problems in both intellectual and emotional and personal development. To enhance the positive internal processes in children, to stimulate their speech, special musical accompaniment can be used.
Body-Oriented Psychotherapy Techniques
In corrective work with children, the emphasis is on the analysis of their feelings, emotional state, and behavior at the present time in this situation, to learn independently, make decisions and take responsibility for them. Children acquire these skills through the development of exercises in the following areas:
- Development of communication skills, development of cooperation skills;
- Release from muscle clamps;
- Development of attention, sensory perception.
The main goals of exercises aimed at the development of body plasticity in children with speech disorders:
- Increase in the range of emotional manifestations;
- Improving psychomotor skills, developing the ability to freely control your body.
Thus, psychocorrectional work based on a combination of well-known psychotherapeutic techniques significantly increases the effectiveness of correctional and pedagogical work with children with speech disorders.
Joint work of a speech therapist and the head of the art studio
- Development of artistic and creative abilities.
- The ability to act according to verbal instructions is developed.
- The development of fine motor skills.
- Drawing fairy tales.
- Inclusion in the lesson of proverbs, sayings, tongue twisters and short poems.
Joint work of a speech therapist and music director
The musical director carries out the selection and implementation of music therapy works in the daily life of the child, conducts scheduled music classes where elements of logorhythm are used, and conducts logorhythmic classes together with a speech therapist.
In logorhythmic classes, general and fine motor skills are improved (coordination of movements, manual praxis, articulatory muscles), expressiveness of facial expressions, plasticity of movements, breathing, voice, prosodic side of speech (tempo, timbre, expressiveness, voice power).
In music classes - the assimilation of musical, motor and speech materials. In the process of collaboration can be used:
- musical works of various genres;
- logarithmic exercises;
- exercises to develop coordination between movement and word;
- games and exercises for the development of breathing;
- games and exercises for the development of the prosodic side of speech (tempo, voice power, expressiveness).
- exercises for the development of facial movements.
The relationship in the work of a speech therapist teacher and a physical education instructor.
Examination of children with speech pathology often shows that they have insufficient coordination of complex movements, motor awkwardness, inaccuracy, lagging behind the set pace of movements, violation of the smoothness and amplitude of movements performed.
A joint discussion of the results of diagnostics will make it possible to outline a plan for correctional and educational work in physical education classes.
- staging correct breathing (separation of nasal and oral breathing, working out lower diaphragmatic breathing);
- development of motor skills: general (coordination of movements) and fine (fingers);
- expansion and enrichment of vocabulary.
Interaction with family
The work on the interaction between the kindergarten and the family is built by teachers in the process of personal-oriented communication. The basis of communication is the individual characteristics of the speech development of each child, obtained as a result of a survey at the beginning of the school year.
The purpose of the interaction is to unite the efforts of adults for the successful speech development of each child with speech pathology; to form in parents a desire to help their child, to communicate with him; be able to respond correctly to problems (to help overcome them) and achievements (to rejoice at successes). Activate and enrich the educational skills of parents, maintain their confidence in their own pedagogical capabilities.
Continuous communication with parents is carried out with the help of collective, individual, visual forms of work and includes:
- surveys, surveys,
- parent meeting,
- individual and group meetings, consultations,
- class views,
- open days,
- homework for children, which are performed jointly with parents,
- themed evenings "Lessons for parents",
- thematic exhibitions.
Group parent meetings are held 3 times a year. They help to unite parents, actively engage in the process of raising children. At the first group parent meeting, parents are explained that they are responsible for creating the child's motivation to study at home, conducting classes with the child in various forms outside the kindergarten, and taking additional measures in the presence of violations accompanying the main defect. It is extremely important to explain to parents the need for intensive, daily work with their child on the instructions of teachers. Only in this case the best results are possible.
Consultations and group meetings are structured in such a way that they are not formal, but, if possible, involve parents in solving problems and develop a spirit of fruitful cooperation. Consultations contain only specific material necessary for parents.
Sample topics for consultation:
- Articulation gymnastics;
- Development of fine motor skills;
- Doing homework;
- Development of memory, attention and thinking (together with a psychologist);
- Speech games at home;
- home sound automation;
- How to teach a child to read;
- Training in practical methods of work.
Individual work allows you to establish closer contact with parents.
Questioning involves a fixed order, content and form of questions, a clear indication of the methods of answer. With the help of a questionnaire, you can find out the composition of the family, the features of family education, the positive experience of parents, their difficulties, mistakes. Answering the questions of the questionnaire, parents begin to think about the problems of upbringing, about the features of raising a child. It is considered important to identify the needs of parents in pedagogical knowledge. For example, “on what issues in the education of a child would you like to receive a recommendation from a speech therapist.” Parents report what problems they are concerned about, and I reveal these issues at meetings, group and individual meetings. Features of family education parents' need for knowledge can also be identified with the help of a conversation, the most important feature of which is bilateral activity. At the beginning of the year, after examining children. The speech therapist acquaints parents with the results. Relatives of the child receive advice and recommendations. The conversation is conducted in a tactful manner: its task is to help the family in the speech education of the child. It will depend on how the first meetings of the speech therapist with parents proceed, whether their cooperation will improve in the future.
Individual workshops on teaching parents joint forms of activity with children are corrective (articulatory gymnastics, the formation of sound pronunciation, the development of phonemic hearing, the formation of the syllabic structure of a word, etc.). Those parents who have difficulties in working with children at home due to the lack of skills in organizing the child's behavior or low pedagogical literacy are invited to view individual speech therapy sessions. Adults are taught practical methods of working with a child, which are very important for achieving results in the correctional process.
The main form of interaction with parents at a speech therapist is a notebook for homework. Depending on the severity of the speech impairment, tasks in the notebook are given not only for sound pronunciation, but also for the formation of a dictionary, grammatical skills for the development of attention and memory, etc.
The visual form of work is also very important. The visibility of agitation can be provided by the use of a variety of accompanying illustrations, demonstrations of practical work, exhibition material - it stimulates the activity of parents.
It would be advisable to carry out individual work with parents not only orally, but also in writing (diary of work with parents, feedback notebook, etc., where each specialist could write down his recommendations). Since appeal only orally requires a lot of time and not always parents are able to keep in mind all the information that they consistently receive from teachers. And, therefore, in order for parents to be able to comprehend the recommendations received and follow them, they must first be convinced of this, offer a certain algorithm of actions and equip them with a reminder that will allow them to carry out these actions consistently and accurately.
The interaction of kindergarten and family is a necessary condition for the full-fledged speech development of preschoolers.
This system of interaction can contribute to effective, qualitative changes in the speech development of children, the professional growth of teachers, and the increase in the competence and pedagogical literacy of parents.
Natalia Popova
slide number 1
Popova Natalya Valerievna, teacher speech therapist, Kindergarten No. 40 "Brigantine", g. o. Balashikha.
slide number 2
Dear jury, dear colleagues, I would like to bring to your attention experience on the topic: « Innovative methods and techniques in the work of a teacher - speech therapist».
slide number 3
Relevance.
Currently, one of the urgent tasks of correctional pedagogy is to increase the effectiveness of the correctional educational process in kindergarten.
Innovative Methods, without requiring special efforts, optimize the process of correcting the speech of children, contribute to the improvement of the whole organism, which confirms my pedagogical experience.
slide number 4
Beautiful, pure speech is the most important condition for the comprehensive development of preschool children, which is the goal of my work.
slide number 5
Through use innovative methods and techniques I am doing the following tasks. BUT exactly:
develop: linguistic components of speech (phonetic, lexical, morphological, syntactic) and the ability to apply them in practice;
Articulatory, fine and general motor skills;
WPF (speech, imagination, thinking, memory);
Activity, independence, creativity;
Mimic, pantomime skills;
Non-verbal communication skill;
Formation of a positive psycho-emotional state of the child;
Reduction of probable overwork, removal of muscle tension.
slide number 6
In my practice I use the following innovative methods and techniques:
Creative play therapy (sand tolerance);
Marbles pebbles;
vocal therapy;
Fairy tale therapy;
Doll therapy;
Logopedic massage;
rhythmic declamation;
Kinesiotherapy;
Su-jok therapy;
Information technology education.
slide number 7
But today I want to dwell on brighter methods and techniques that I use in my practice.
slide number 8
In individual lessons, each speech therapist classical methodology and techniques for the development of articulatory motor skills. I developed an author's manual"Alive" mirror, where method showing and explaining is most effective, as the child focuses his attention on the precise performance of the articulation exercise.
Here you are, here I am
Look at me!
This is a mirror
It is your reflection!
Let's have fun playing
Repeat exercises!
And in order to arouse interest, the desire to practice, the desire to perform the exercise correctly, I use magic figures as a surprise moment.
slide number 9
Vocal therapy.
Children love to sing. I believe that when singing tongue-twisters, nursery rhymes to musical accompaniment, the general psychophysical condition of children improves. The method develops rhythm, expressiveness, stimulates speech functions, normalizes the prosodic side of speech.
nursery rhyme "Bug" (E. Zheleznova).
Beetle, beetle, buzz.
Show me how you fly.
Zhu-zhu-zhu.
- I fly and buzz:
"Zhu-zhu-zhu".
slide number 10
Rhythmic declamation.
In combination with vocal therapy, I use rhythmic recitation. AT work with children, I use wooden sticks and texts for speech games. I choose simple texts so that they are easy to remember. Most often these are examples of oral folk art - songs, nursery rhymes, lullabies, jokes.
The simplicity of the selected text allows you to devote more time not to memorizing it, but to developing rhythm, diction, clear articulation, and correct pronunciation.
Legs, legs, did you walk?
We walked, we walked.
Legs, legs, did you run?
We ran, we ran.
Legs, legs, are you tired?
We are tired... We are tired...
slide number 11
One of the most effective methods for the development of speech, I apply cinquain method.
Sinkwine helps to find the most essential element in a large informational material. Draw conclusions and briefly formulate them. It develops speech, thinking, memory, interest in the world around.
Cinquain is a small verse of five lines, without rhyme.
Now let's play cinquain.
The season is winter. Let's make a cinquain about winter.
1. We start with the subject. What? Winter.
2. What is winter like? (Fierce, crackling).
3. What does winter do? (circling, howling, sweeping).
4. And now we will draw a conclusion and briefly formulate it in one sentence. (fluffy snowflakes fall).
5. The word is an association. (Magic).
"Winter".
1. Winter. 2. Fierce, crackling.
3. Spins, howls, sweeps. 4. Fluffy snowflakes are falling.
5. Magic!
slide number 12
And for the development of coherent speech, I use Marbles pebbles. They help to plunge into the world of games, fairy tales, miracles and magic.
They form the correct grip of a pebble with fingers, develop HMF, orientation on a plane, in space, develop imagination.
We talk and relax
We sort out the pebbles,
different - different:
blue, red,
yellow, green,
Light, heavy.
I use an artistic word on a lexical topic, children lay out the plot of a fairy tale with magic stones. This helps them in compiling their story.
I want to show you how to use this method in practice.
Story "Bullfinches".
End of winter. The most difficult time has come for the birds. All the berries, all the grains in the forest have already been eaten! And the birds fly closer to the person. Kind people. They will take pity on the unfortunate birds and feed them: some with crumbs, some with grains, and some with lard and butter.
Here come the bullfinches to you. beautiful birds bullfinches: there is a black cap on the head, and the chest is red.
Bullfinches love berries. But there are almost none of them left on the branches. Bullfinches ask you to help them - fill these branches with berries.
slide number 13
My practice is not limited to working with children. I include parents in the correctional-developing process. I act as a partner, mentor, consultant.
Optimism, patience and purposefulness help me to establish emotional contact, unite my parents in a team, relieve communicative tension. To do this, I use master classes, consultations, and questionnaires.
slide number 14
I am happy to share with colleagues professional seminar experience, methodical associations, round tables.
My articles are published on various Internet resources, magazines.
I strive to ensure that in my communication, interaction with colleagues there is always joy, creativity, a constant desire to change something, to move forward, to look for new approaches in solving the difficult problems of pedagogical practice.
slide number 15
Innovative methods and techniques which I use in my work efficient because I see positive results.
Thank you for your attention. All the best!
Related publications:
Consultation for teachers "The use of non-traditional methods in the work of a speech therapist of a preschool educational institution" Municipal preschool educational institution "Kindergarten No. 176" Consultation for teachers "Use of non-traditional.
Non-traditional methods and techniques in the work of a speech therapist of a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist teacher of a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist teacher of a preschool educational institution Methodical.
Generalized pedagogical experience of a speech therapist teacher Generalized pedagogical experience Theme of the experiment: “The development of fine motor skills as one of the areas of work on the prevention of written speech in.
A long-term work plan for a speech therapist teacher of a preschool educational institution with teachers for 2016–2017 A long-term work plan for a speech therapist teacher of a preschool educational institution with teachers for 2016-2017. The goal is to create a pedagogical environment aimed at timely.
A long-term work plan for a speech therapist teacher of a preschool educational institution with teachers for 2016–2017 academic year. G. A long-term work plan for a speech therapist of a preschool educational institution with teachers for the 2016-2017 academic year. d. The goal is to create a pedagogical environment aimed at correction.
A long-term work plan for a speech therapist teacher of a preschool educational institution with parents for 2016–2017. The goal is to involve the families of pupils in active cooperation in terms of finding common approaches to correcting speech disorders of pupils.
Long-term plan of work of a speech therapist of a preschool educational institution with parents for 2016–2017 academic year. year A long-term work plan for a speech therapist teacher of a preschool educational institution with parents for 2016-2017 academic year. year The goal of working with parents is to activate parents, to create.
Continuity of activities of a speech therapist and speech pathologist teacher in working with children with mental retardation The problem of education and training of preschoolers with developmental disabilities is one of the most important and urgent problems of correctional.
Message from the work experience "Interaction of a speech therapist teacher and educator in working with children of a speech therapy group" I work as an educator in a speech therapy group, the work of our group is based on close contact with a speech therapist teacher. In my work.
Using an activity approach in the work of a speech therapist teacher with a family of pupils of a preschool educational institution March 30, 2016 the regional scientific-practical conference "Modern education in the island region: experience, problems and prospects.
Image Library:
