Game technologies in speech therapy work article on speech therapy on the topic
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN No. 6
general developmental type ___________________________________________________________________________________________________________________
143422, Moscow region, Krasnogorsky district, village. Petrovo-Dalnee, st. Sadovaya
tel/fax: 561-22-75
Prepared by speech therapist I.N. Smirnova
Explanatory note
A classification of educational technologies has been undertaken in the scientific literature. There are several approaches. Thus, one of the approaches to classifying educational technologies was taken by N.V. Bordovskaya and A.A. Rean. Scientists identify five types of educational technologies: task-based, gaming, computer, dialogue, and training technologies.
The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by a cognitive orientation.
Gaming technologies are an integral part of pedagogical technologies. The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. L. S. Vygotsky, A. N. were engaged in the development of the theory of the game, its methodological foundations, clarification of its social nature, and its significance for the development of the student in Russian pedagogy. Leontyev, D.B. Elkonin et al.
Currently, gaming technologies are of great interest to teachers. More than once there has been an attempt to scientifically classify the game and define it in one comprehensive concept, but to date only the connections between the game and human culture have been scientifically determined, the significance that the game has on the development of the personality of a child and an adult has been clarified, and the biological nature of the game has been empirically identified. games and its conditioning by psychological and social factors. Meanwhile, gaming technologies remain “innovative” in the Russian education system.
Undoubtedly, both domestic and world pedagogical practice has accumulated baggage that can be used. This is, first of all, gaming technology. They have found wide application in our practice. Gaming technologies have enormous potential from the point of view of a priority educational task: the formation of a child’s subjective position in relation to his own activities, communication and himself.
The choice of gaming technology is justified by the fact that play is the leading activity of preschool children. Game motivation prevails over educational motivation, but on its basis readiness for learning at school is formed.
The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase the effectiveness of correctional and developmental work, develop curiosity, and interest in the Russian language.
These goals led to the formulation and solution of tasks:
Study and analyze literature on the topic.
To study the features of using gaming technology in speech therapy work.
Create an office passport with a list of printed board games and aids.
Select teaching aids on the topic of gaming activities in speech therapy practice.
Constantly update and expand the card index of word games.
Select toys for speech therapy work.
Develop lesson notes in a playful way.
Provide methodological assistance to educators in conducting preventive work using games.
Provide advisory assistance to parents on conducting classes in a playful way when performing speech therapist tasks.
Expected results:
Increasing motivation for speech therapy sessions.
Increasing the effectiveness of correctional and developmental work.
Improving performance in sound pronunciation classes and preparing for literacy.
A selection of gaming material: didactic toys, games, educational aids for correctional work.
Development of the necessary visual aids for conducting individual and subgroup lessons in a playful way.
Development of consultations for parents and teachers on the topic of using different types of games for speech development.
Development of lesson notes in a playful way with children of the older group (studying at the speech center) on the formation of the phonemic aspect of speech and preparation for learning to read and write, enriching and activating the vocabulary, and developing the skill of coherent utterance.
Adapted lesson notes for children of the preparatory group (studying at the speech center) S.P. Tsukanova, L.L. Betz on the development of the phonemic aspect of speech and teaching literacy to children of senior preschool age.
A selection of gaming materials for working with “non-speaking” children.
Development of aids for performing articulation and breathing exercises in a playful manner.
A selection of gaming aids and didactic games for the development of psychological speech skills.
Media library of licensed computer programs and games, game educational presentations for speech therapy work.
music library for performing logorhythmic exercises and finger gymnastics.
Using gaming technology in speech therapy work
To carry out correctional and developmental work using gaming technologies, toys, didactic and computer games were selected at the speech therapy center.
Using toys
Toys are used in classes as heroes that create motivation, a playful situation and a surprise moment. Almost every subgroup lesson in the senior group “has a guest.” This could be the dinosaur Zvukhoozhka, the bear Umka who can play the drum, a donkey playing the balalaika, a doll that tells children about parts of the body, a little squirrel who is looking for friends, an old man and an old woman from a fairy tale, etc. Almost always, these toys immerse children in some kind of - a fairy-tale or game situation where children must help the heroes or invite them to play, teach them what the children themselves are learning. At the end of the session they thank them for their help. This game situation cultivates the moral feelings of children; they not only learned to pronounce a sound, but also helped Umka learn his favorite sound U, etc.
Role-playing games are used to work with children of primary preschool age with developmental disabilities and level 1 or 2 ODD. To evoke verbal responses in a non-speaking child, some kind of story is played out with several toys and the child is involved in a role-playing game. In this way, short dialogues are practiced, which can consist of onomatopoeia and simple words, and you can repeat the newly appeared word repeatedly using it in a game situation.
One of my favorite toys is a ball. It is used for dynamic breaks and didactic games. And hedgehog balls are also for hand massage.
Game form of classes
The game form of classes is created by game motivation, which acts as a means of inducing and stimulating children to educational activities. The implementation of gaming techniques and situations in the classroom takes place in the following main areas:
a didactic goal is set for children in the form of a game task;
educational activities are subject to the rules of the game;
educational material is used as its means;
an element of competition is introduced into educational activities, which transforms a didactic task into a game one;
successful completion of a didactic task is associated with the game result.
Speech therapy classes are held in a playful way. At the beginning of the lesson, a didactic task is set in a playful form. For example: a guest appears, a letter arrives with a task for children, or an immersion in a fairy tale. During the lesson, by performing exercises on the instructions of the hero. Children can also play roles (athletes, travelers, astronauts, passengers, etc.). For successful completion of tasks, children can be assessed with chips, stars, etc., which introduces a competitive element.
Older preschoolers really like activities in the form of competitions, quizzes, and competitions. But in this case, the speech therapist needs to think carefully about assigning children to teams or selecting children to perform various activities, so that the child feels comfortable in the lesson, does not withdraw, and does not hesitate to take part in the competition. It is necessary to create a friendly atmosphere in the group, in the team, so that children support each other, act together, amicably.
Workbooks are used for individual and subgroup lessons. In the older group - notebooks by N.E. Teremkova, in preparatory school - S.P. Betz, L.L. Tsukana “I am learning to speak and read.” Children really like the entertaining stories proposed by the authors of the manuals. Each notebook has permanent characters who support the game plot throughout the entire learning period.
Subgroup speech therapy classes in preparation for learning to read and write are conducted in senior and preparatory school groups. To facilitate the assimilation of educational material, several didactic aids have been produced. In the office there are castles of sounds, in which girls gradually settle in - vowel sounds and boys - consonant sounds. To indicate the stages of the lesson, the sequence of exercises, tasks, a manual “Path of Tests” was prepared.
To attract the child’s attention to articulatory gymnastics, drawings for the speech therapist’s story “Tales of a Merry Tongue” and gymnastics with Smeshariki are used.
Didactic games
Particular mention should be made of didactic games, which are created and organized by adults and are aimed at developing certain qualities of the child. These games are widely used in kindergartens as a means of teaching and educating preschoolers. A child is attracted to a game not by the educational task inherent in it, but by the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.
Didactic games with objects are very diverse in terms of game materials, content, and organization. The following teaching materials are used:
• toys,
• real objects (household items, tools, works of decorative and applied art, etc.,
• objects of nature (vegetables, fruits, cones, leaves, seeds).
Games with objects make it possible to solve various educational problems:
• Expand and clarify children’s knowledge,
• Develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification),
• Improve speech,
• Develop all mental processes.
Among games with objects, a special place is occupied by plot-didactic games and dramatization games, in which children play certain roles, for example, a seller, a buyer in games like “Shop”. In such games, patience, perseverance, intelligence are cultivated, and the ability to navigate in space is developed.
. Printed board games, which are now widespread, are also games with rules. All of these games are usually competitive in nature: unlike role-playing games, there are winners and losers. The main goal of such games is to strictly follow the rules, so they require a high degree of voluntary behavior and, in turn, shape it. Such games are typical mainly for older preschoolers.
Printed board games are varied in content, educational tasks, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. Types of printed board games: lotto, dominoes, labyrinth, cut pictures, puzzles, cubes, etc.
Verbal games are distinguished by the fact that the process of solving a learning task is carried out mentally, based on ideas and without relying on visualization. Therefore, word games are carried out mainly with children of middle and senior preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, riddle games (“What time of year is this?”, guessing games (“What would happen if.?”).
The didactic game has its own structure, which includes several components. The main component is the didactic (learning) task. Play actions are ways of demonstrating a child’s activity for play purposes. Rules – ensure the implementation of game content. They make the game democratic - all participants in the game obey them.
There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.
Didactic games are used in classes and in children’s independent activities. Being an effective teaching tool, they can be an integral part of the lesson, and in early age groups - the main form of organizing the educational process.
Didactic games are widely used in correctional and developmental work with children with speech impairments. For each area of work, games have been selected to solve a narrow correction problem. Much attention is paid to the “Sound Pronunciation” section, because When carrying out work on automation, differentiation of sound and its introduction into speech, the work should be varied and not bore the child. Game motivation stimulates interest in a positive result. On the other hand, gaming motivation can also serve as a complication when consolidating the skill of correct pronunciation, because Having become carried away by the game plot, the child ceases to control pronunciation and may lose. Therefore, he has to concentrate on two tasks at the same time: following the rules of the game and monitoring the correct pronunciation. Some games, such as “Electronic Quiz”, “Logical Kid”, allow the child to independently control the correctness of the task.
With the help of didactic games, work is carried out to consolidate the skills of inflection, word formation, and coherent speech. When it is necessary to consolidate acquired skills, children can choose a game on their own, using the symbolic designation of games.
The most favorite games for children to develop the psychological basis of speech. Games such as “What’s missing?”, “What’s changed?”, “Remember and name”, “Wonderful bag”, etc., are used in correcting sound pronunciation, syllable structure, and activating the dictionary.
The office has printed board games that are used with children of different ages in different areas of speech therapy work. Some games have been adapted for working with children with speech disorders.
The office is equipped with a computer, which makes it possible to use ICT in speech therapy work. We independently developed 3 game presentations “Sound C”, “Sounds S-Z”, “Merry Talkers”. In order to develop breathing, a sense of rhythm, phonemic hearing, perception, pronunciation, coherent speech, and grammatical structure, the speech therapy programs “Games for Tigers” and “Learning to Speak Correctly” are used.
Consultations are held annually for educators and parents on the use of games in correctional work. Tips and recommendations are posted on the kindergarten website and the speech therapy center website.
Using games when working with children with general speech underdevelopment.
Using games when working with children,
having general speech underdevelopment.
annotation
Currently, no one doubts that speech therapy work with children with developmental delays should begin as early as possible. Identifying deviations in speech development, their correct qualification and overcoming them at an age when the child’s language development is far from complete seems difficult. The specialist is required to understand the patterns of the development of children's speech in normal and pathological conditions. But the practice of working with student trainees and attending classes of beginning speech therapists shows that speech therapy work with primary schoolchildren in a number of cases is carried out without taking into account the specific data of the systemic process of the child’s speech mental development, without taking into account the peculiar patterns of speech dysontogenesis. In domestic speech therapy, speech disorders have never been considered independently of the child’s mental development, therefore the relationship between children’s speech activity and all aspects of their mental development should be the focus of the speech therapist’s attention. I believe that it is necessary, in parallel with speech therapy work, to conduct classes with children to develop their attention, memory, perception, thinking, imagination and other mental processes; take into account those manifestations that indicate the formation and emergence of new evolutionary moments in the speech activity of children. I solve these problems by using techniques and methods of involved learning. In this work, I did not set a goal to show all the methods used to develop cognitive activity in students with special needs, since any technologies are very personal and, in general, have already been described by different authors. The methodological material I have presented will allow speech therapists to replenish their arsenal of knowledge and skills and update their classes with new forms of active learning for children. The presented methods are valuable because the assimilation of the knowledge and skills offered by a speech therapist is much higher than when using traditional forms and methods of teaching.
The scientific substantiation of the system of special education for children with special needs, the psychological and pedagogical characteristics of their characteristics, the specifics of the content of education and upbringing, the issues of correctional work with this group of students are reflected in the works of many domestic defectologists.
Practice shows that among schoolchildren there is a relatively large group of children who find it difficult to acquire knowledge, skills and abilities appropriate to their age. The developed methods of speech therapy examination make it possible to quite accurately determine the ODD of a child entering school, which facilitates the task of choosing an adequate approach to teaching. A study of the characteristics given by kindergarten teachers and speech therapists indicates that the developmental features of these children, identified in childhood, become especially pronounced during the school period. Difficulties in mastering knowledge in these students are caused by underdevelopment of cognitive processes, primarily memory, and a decrease in the ability of involuntary memorization during the learning process.
