“The use of innovative technologies in the work of a speech therapist”

“The use of innovative technologies in the work of a speech therapist”

Teacher-speech therapist MBDOU kindergarten No. 16 “Swallow”

Kotovsk, Tambov region.

Zabrodina A.Yu.

The use of innovative pedagogical technologies in the work of a speech therapist teacher.

In any pedagogical system, “Pedagogical technology” is a concept that interacts with the didactic task. And if the didactic task expresses the goal of training and education, then pedagogical technology expresses the ways and means of achieving them. Modern speech therapy practice has technologies

, aimed at timely diagnosis and the maximum possible correction of speech disorders.

These include

technologies well known to specialists: speech therapy examination, correction of sound pronunciation, formation of speech breathing in case of various disorders of the pronunciation side of speech, development of the intonation side of speech, correction of the tempo-rhythmic side of speech, development of the lexico-grammatical side of speech, speech therapy massage.

Relevance:

Being on the border of contact between pedagogy, psychology and medicine, speech therapy also uses in its practice, adapting to its needs, the most effective, non-traditional methods and techniques of related sciences.

They cannot be considered as independent in speech therapy; they become part of traditional, time-tested technologies. By helping to optimize the work of a speech therapist, introducing new ways of interaction between the teacher and the child, to create a favorable emotional background, they contribute to the inclusion of intact functions in the work and the activation of impaired functions.

Innovation.

In relation to the pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of education, the organization of joint activities of the teacher and the child. The main criterion for the “innovativeness” of a technology is to increase the efficiency of the educational process through the use of this technology.

I actively use the following innovative health-saving technologies in my work:

• Development of interhemispheric interaction (use of kinesiological exercises)
• Technology “Combination of speech with coded finger movements”
• Bioenergoplasty
• Logorhythmics
• Su-Jok therapy
• Technology for modeling and playing fairy tales
• Aquatherapy

– the goal of these technologies is not only to optimize the process of speech correction, but also to ensure the health of children.

1.Development of interhemispheric interaction (use of kinesiological exercises). Kinesiology is the science of brain development through certain motor exercises. It has been around for 2000 years and is used all over the world. Aristotle and Hippocrates used kinesiological exercises.

The unity of the brain consists of the coordinated activity of its two hemispheres, closely interconnected by a system of nerve fibers. Thanks to interhemispheric interactions, information is transferred from one hemisphere to the other, ensuring the integrity and coordination of the brain. Interhemispheric interaction can be developed using a set of special kinesiological exercises. For the child’s brain, any movement responds to the formation of a cascade of neural connections between the hemispheres and parts of the brain. Resistance to stress increases, mental activity improves, memory, attention, and speech improve. The process of learning to read and write is facilitated. According to the latest data from neurologists, what is important for successful learning is not treatment, but learning (I see, hear, feel).

For the effectiveness of correctional and developmental work, it is necessary to take into account certain conditions:

• classes are held in the morning;
• classes are held daily, without absences;
• classes are conducted in a friendly environment;
• Children are required to accurately perform movements and techniques;
• exercises are performed standing or sitting at a table;

I carry out a set of kinesiological exercises in daily morning five-minute sessions. Children accept these exercises very well and perform them with pleasure.

2. The next technology I wanted to talk about is “Combination of speech with coded finger movements.” “The origins of children’s abilities and gifts are at their fingertips..” (V.A. Sukhomlinsky.) Scientists studying the activity of the child’s brain, the child’s psyche, note the great stimulating value of the hand function..

The drawing by Canadian neurologist W. G. Penfield, called “Penfield’s homunculus (man), shows the projection of the hand and fingers in the cerebral cortex. The large size of the hand projection and its proximity to the motor speech zone led scientists to the idea that training fine movements of the fingers would have a great influence on the development of speech.

In one of the orphanages, observations were made of children in the first weeks of life. Brain biocurrents were recorded from a group of six-week-old infants, then the right hand was passively trained in some of these children, and the left in others. After a month of training, high-frequency rhythms began to be noted in the area of ​​motor projections, and after two months - in the future speech zone, in the hemisphere opposite to the trained hand. These data directly indicate that speech areas are formed under the influence of impulses coming from the fingers. The facts obtained when teaching sound speech to deaf children are also convincing. Some of these children are taught to communicate from an early age using large gestures performed with the whole hand, others are taught the so-called dactyl (finger) alphabet, when letters are represented with the fingers and the child seems to “write” words. When deaf children come to school and begin learning sound speech, it turns out that those of them who “spoke” with large gestures can be taught with great difficulty - it takes many, many months; the same children who previously “talked” with their fingers are able to more easily master auditory speech. Teachers actively use the development of fine motor skills in practice - finger games, gymnastics, etc. Why am I interested in this innovative technology? Increasingly, not only sound pronunciation is disrupted in children, but also the syllabic structure of words. This technology combines the development of fine motor skills and work to eliminate violations of the syllabic structure of a word (which is often very difficult to correct). It is known that vowel sounds have a syllabic function. Pronouncing words in syllables in combination with movements of the fingers, symbolizing the movements of the lips when pronouncing vowel sounds, allows you to correct the syllabic structure of the word, develop the voice, auditory and visual perception and memory. According to this technique, when pronouncing vowel sounds relying on visual control, it is easier to pronounce words syllable by syllable, because it is easier for the child to remember each subsequent syllable in a word.

3. The next technology I wanted to focus on is “Modeling and playing fairy tales” (author T.A. Tkachenko) The goal is the formation of verbal means of communication, motivation for verbal communication. Promotes the emergence of motivation for verbal communication, the formation of primary pronunciation skills, the replenishment and activation of the vocabulary, the appearance of phrases in the child’s speech, and the elimination of agrammatisms in speech. This technology is especially effective when working with children with speech negativism, stuttering and non-speaking children. It also has elements of finger gymnastics, because... elements of finger or shadow theater may be present.

4. Health-saving technologies actively include various types of massage. New in the work of a speech therapist are:

• Sujok therapy

  - has high efficiency and safety. On the hands there is a system of highly active points corresponding to all organs and parts of the body. Their stimulation has a pronounced therapeutic and preventive effect. Improper use never causes harm to a person - it is simply ineffective. Massage can be carried out with seeds, nuts, and special massagers.

• auriculotherapy -

  ear massage. The auricle is equipped with many nerve endings; six nerves branch out in the ear, communicating with the central and autonomic parts of the nervous system and internal organs.

• hydrogymnastics

  – rolling, rolling, placing various objects in warm water, such as a rubber ball, massagers, small figures, etc.

Massage is combined with the telling of a poem (combination of speech and movement)

5. In addition to health-saving technologies, the technology “Didactic Syncwine”

. This pedagogical technology serves to develop the lexico-grammatical aspect of speech, since it is this aspect of speech in children of senior preschool age with general underdevelopment of speech that differs significantly from the speech of normally developing peers and their vocabulary, both in quantitative and qualitative terms. Experience working with this category of children shows that even after completing a course of speech correction and development, children with good diagnostic indicators have difficulties associated with the speed of updating existing knowledge and their own speech expression; they need more time to think and formulate an answer. Therefore, it is important to create conditions for its activation and actualization of one’s own statement. This technology does not require special conditions for use and fits organically into the work on the development of lexical and grammatical categories in preschoolers.

Cinquain is translated from French as “five lines,” a five-line stanza of a poem. Compiling a didactic syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. The relevance and expediency of using didactic syncwine in speech therapy practice is explained by the fact that: - It fits harmoniously into the work on the development of speech therapy, the use of syncwine does not violate the generally accepted system of influencing speech pathology and ensures its logical completeness. — Contributes to the enrichment and updating of the dictionary, clarifies the content of concepts. — It is a diagnostic tool that allows the teacher to assess the child’s level of mastery of the material covered. - It has the nature of a complex effect, not only develops speech, but contributes to the development of HMF (memory, attention, thinking). Rules for compiling a didactic syncwine

• first line – one word, usually a noun, reflecting the main idea;
• second line – two words, adjectives; • third line – three words, verbs describing actions within the topic; • fourth line - a phrase of several words showing the attitude to the topic; • fifth line – words related to the first, reflecting the essence of the topic (this can be one word). For example,
1. Doll 2. Beautiful, beloved. 3. Stands, sits, smiles.

4. My doll is the most beautiful. 5. Toy.

This technology can be used variably both in classes and by involving parents.

Considering that the leading activity for preschoolers is play, it is necessary to organize the correctional process in such a way that the child feels interest, novelty, an element of play and creativity. The use of new technologies in combination with traditional ones gives good results, along with correctional tasks they introduce variety, create a favorable emotional background, contribute to the inclusion of intact functions and activation of impaired functions, which helps to achieve good results in the correction of speech disorders.

MAGAZINE Preschooler.RF

GBOU "School No. 763" DO-3, teacher-speech therapist Marincheva E. V.

Speech therapy, like all modern education, does not stand still; it is developing rapidly. New forms and innovative technologies are emerging.

Speech therapy practice has in its arsenal technologies aimed at timely diagnosis and the maximum possible correction of speech disorders.

Modern speech therapy is on the border of contact between pedagogy, psychology and medicine, and therefore it uses in its practice the most effective technologies of related sciences, which help optimize the work of a speech therapist teacher.

In speech therapy practice, they cannot be considered as independent; they become part of generally accepted speech therapy technologies, introducing new innovative forms and methods of interaction between the teacher and the child. These innovative technologies serve to create a favorable emotional background and enable intact and impaired mental functions to work.

These new innovative technologies include:

• Neuropsychological (psycho-gymnastics, electrical neurostimulation)
• Kinesitheropia (logorhythmics)
• Various types of speech therapy massage
• Su-Jok therapy
• Gymnastics by A. N. Strelnikova
• Didactic syncwine
• Information and computer technologies
• Mnemonics
• Bliss communication method
• Neuropsychological methods.

Psycho-gymnastics. Since most children with speech problems are characterized by imbalances between the processes of excitation and inhibition, pathologies of the emotional-volitional sphere, motor restlessness, awkwardness, and motor incoordination. therefore, developmental and correctional work must be built in the direction from the formation of mental functions that are earlier in ontogenesis to more complex ones, such as speech. And because a child learns the world through movements and emotions; speech-motor exercises with elements of psycho-gymnastics will help him overcome pathological problems

• Regularly performing such exercises will allow you to:
• Develop proper speech breathing
• Develop general fine and articulatory motor skills
• Improve phonemic awareness
• Develop the ability to change voice modulation
• Improve the rhythmic and intonation side of speech

These exercises can be used as part of a thematic lesson during dynamic breaks or as a separate lesson. Children can sit at the table or on the carpet. Movements and speech material are not previously learned, but are carried out by imitation synchronously with the speech therapist. Movements should alternate: fast and slow, tense and relaxing, sharp and smooth. Exercises should be emotionally rich and playful in nature. The proposed movements may contain an imaginary image, transformation. Before starting the exercise, the speech therapist approaches each child, touches him with his hand or a “shiny pointer” (magic wand).

• "Magic Pointer"
• "Scarves"
• "Ant"
• "Sun and Cloud"
• "Shell"

Kinesitherapy

Kinesitherapy is the treatment and correction of impaired movements and speech abilities of preschool children (also called the Bubnovsky method)

My system of kinesitherapy activities is focused on the didactic principles of education and development.

It involves several directions:

Direction "manual therapy" , which includes massage of fingers and palms. First, I taught the children how to self-massage their hands, which we do every day. Children enjoy massage, accompanying it with poetry and rhymes, while automating problematic sounds. We perform massage with and without objects, using natural elements (pebbles, cones, nuts), educational materials (plastic balls, beads, massage balls, hex pencils), decorative toys (wooden spoons, nesting dolls), musical toys (maracas, pipes )

• "Pebbles"
• "Bumps"
• "Wooden Spoons"
• "Pipes"
• "Maracas"
• "Matryoshka"

Direction “finger play training” . These are systematic exercises for the fingers, a means of increasing brain performance and a means of activating speech zones. I try to do finger games every day, we play with a variety of materials: from plant seeds, fluff, shells, wire, colored woolen threads, beads, mosaics to the BI-BA-BO finger theater. In games I use problem situations using tactile speech. First I show and explain myself, then the children create the situation and explain to them. Children learn to solve problems and develop speech.

• "Plants' seeds"
• "Mosaic"
• "Theater Bi-Ba-Bo"

Direction "motion therapy" . This is primarily logorhythmics. I use the method of phonetic rhythms as the basis for practicing logorhythms - this is a system of motor exercises in which various movements (of the body, head, arms, legs) are combined with the pronunciation of special speech material. Logorhythmics includes elements that have a healing focus: articulatory movements in front of a mirror, simple massage techniques, finger games, breathing exercises, singing sounds, words, short poems. The speech material used in classes is lexically accessible. To teach speech I use illustrative material and riddles. The restoration of clear diction is facilitated by breathing, voice and articulation exercises, which I conduct in a playful manner. There are aids for this: tubes, paper candles, flags, plastic bottles, strips, bobby pins.

• "Singing Sounds"
• "Tubes"
• "Plastic bottles"

Direction “isotherapy” - work together with an art teacher from the “Akvarelka” . We understand that the richer the sensorimotor abilities of children, the more developed the speech centers.

The result of systematic work on kinesitherapy is the following results:

• A card index of massages, finger games, and logorhythmic exercises has been created
• Homework assignments and games are given
• Art studio "Watercolor"
• Speech therapy massage

She began to actively use SU-JOK therapy techniques in her work. This is a massage with special SU-JOK balls, which can be used on the child’s fingers, hands, and palms, rolling it. As a result of massage, the child's muscle tone increases, blood flows to the limbs, and as a result, fine motor skills improve. In addition, I massage with an elastic ring. Spring rings are placed on the child’s fingers and rolled over them until a feeling of warmth appears. To prevent the massage process from seeming boring, poetic material is used. Roll the ball between your palms, massage the arm muscles, repeat the words and perform exercises with the ball.

• "Ball Su-Jok"
• "Massage ring"

Simultaneously with the massage, which develops fine motor skills, you can automate the sound. When working with a certain sound during a massage, the text corresponding to this sound is spoken. You can use the Su-Jok ball to improve lexical and grammatical categories. I use the following exercises in my work: “One - many”

I roll the Su-Jok ball on the table, naming the object in the singular. The child, having caught the ball with his palm, rolls it back, calling the noun in the plural.

Exercise "One-many"

“Name it affectionately” and “Say the opposite” is performed in the same way (for example, the theme “Berries” cranberry-cranberry, strawberry-strawberry. — — Did I finally remember the berries? What does this mean?

Children raise their shoulders and are surprised:

- I'm done! (Pulls his thumb forward) Theme “Dishes” (children roll the Su-Jok ball between their palms)

When conducting sound analysis of words, massage balls of three colors are used: red, blue, green. The child shows the ball corresponding to the sound designation.

In tasks to improve the skills of using prepositions, the child puts a red ball in the box, a blue ball under the box, and a green ball near the box.

For syllabic analysis of words, children perform the exercise “Divide the word into syllables . The child names the syllable and takes 1 ball from the box, then counts the number of syllables.

Based on the experience of working with older preschoolers with ODD, it is clear that even after speech correction classes, children with good diagnostic indicators still have difficulties associated with the speed of their own speech utterances; they need more time to think and formulate an answer. Difficulties are expressed in the inability to choose the main thing, to briefly and accurately formulate your thoughts.

Didactic syncwine

The use of didactic syncwine in speech therapy practice ( "syncwine" - five lines, from French) will help develop abilities in preschool age. Sinkwine is based on the content and syntactic specificity of each line. Its compilation requires the ability to select essential elements from available information, draw conclusions and formulate them briefly.

The basic rules for compiling a syncwine include the following:

The first line includes one word - an object that reflects the main idea.

The second line is two words, word-signs that characterize the subject.

Third line – three words, action words describing actions within the topic

The fourth line is a multi-word phrase showing the author’s attitude to the topic.

The fifth line is words related to the first, reflecting the essence of the topic. (can be one word)

Examples of syncwine

Thus, in order to correctly compose a syncwine, it is important:

Have a sufficient vocabulary, master analysis, generalization, concepts: word-object, (living-inanimate), word-attribute, be able to select synonyms, learn to correctly understand and ask questions, coordinate words into sentences, correctly formulate your thought in the form of a sentence.

Preliminary work on creating a speech base for composing syncwine with preschoolers with OHP is based on that part of the program by T. B. Filicheva and G. V. Chirkina. “Elimination of OHP in preschool children ,” which concerns the development of lexical and grammatical means of language and coherent speech. At the end of the first year of study, most older preschoolers gradually master the skill of composing a syncwine, practicing selecting actions and signs for objects, improving the ability to generalize, expanding and clarifying vocabulary, and working with sentences.

Sinkwine can be composed in individual and subgroup classes. Since children in kindergarten do not yet know how to write, they can compose syncwine in the form of oral essays based on a diagram. I sometimes give homework assignments for the child and parents to work together: draw an object and compose a syncwine.

You can use the following work options: compiling a short story based on a ready-made syncwine, or a syncwine based on a listened story. It is best to use syncwine in class to reinforce the lexical topic learned.

Example of syncwine (lexical topic “Toys” )

- in classes on the development of coherent speech: using words from syncwine, come up with a story

When syncwine is used creatively in the classroom, children perceive it as an exciting game.

The effectiveness of using syncwine lies in quickly obtaining results and consolidating them, facilitating the process of mastering concepts, expanding vocabulary, learning to express your thoughts, and selecting the right words.

The use of didactic syncwine in the classroom allows the speech therapist to combine in his work elements of three main educational systems: informational, activity-based and personality-oriented.

Another new method of work used in my practice. This is a technique of mnemonics, that is, a technique that facilitates memorization and increases memory capacity by forming artificial associations

The memorization process is divided into 4 stages:

• copying elements of information into a visual image
• the memorization process itself
• remembering a sequence of information
• consolidation of information in memory

In children with speech pathology, it is especially important to develop visual-figurative thinking, using symbols, substitutes, and diagrams, which underlie the formation of artificial associations that facilitate memorization.

Reliance on a visual image is very important, because when reproducing a text, if this image does not appear in the imagination, then the child does not understand this text. Thus, the method of symbolization is the shortest way to forming the process of memorization and accurate transmission of information that requires verbatim repetition (for example, in pure sayings, poetry). For children, a schematic representation of individual parts is sufficient - all these observations in the practice of correctional work with children suggested the need for choice a mnemonic system that allows you to speed up the process of automation and differentiation of delivered sounds. The mnemonic tracks are based on well-known sayings and poems.

Mnemonic tracks: automation of whistling and hissing sounds.

Mnemonic tracks: automation of sonorous sounds.

According to the results of speech therapy monitoring, children showed positive dynamics in mastering correct sound pronunciation and an acceleration in the automation of sounds. The volume of visual and verbal memory has noticeably increased, the distribution and stability of attention has improved, and mental activity has intensified.

Computer technologies in speech therapy

One of the new modern means of working with children is the computer. The issue of the creation and application of computer technology in speech correction for various types of erased dysarthria, and OHP in children is dealt with by L. R. Lizunova. She developed a computer technology for correcting OHP “Games for tigers” . The author points out that systemic speech therapy influence on children using computer technology can significantly increase the efficiency of the correctional educational process.

When creating computerized tasks, it is important to take into account modern requirements for the creation and use of information technologies in preschool educational institutions.

"Games for Tigers"

The computer technology “Games for Tigers” presents exercises for working on vocabulary, forming general concepts, exercises for developing verbal vocabulary, exercises for working on adjectives and antonyms. In exercises for each area, I follow a thematic approach, using words related to the lexical topic (vegetables, fruits, berries, tools, transport, etc.) in the exercises. The words for each task are selected in accordance with the presence of sounds in the words. For example, when forming generalizing concepts on the topic “vegetables,” I choose the category to which the automated sound belongs, for example [p].

On the screen there is a picture depicting a vegetable, fruit or berry, and three baskets (one contains vegetables, another contains fruit, and the third contains berries). The child names the picture, determines which category it belongs to, and selects the desired basket. If the child correctly named and selected the correct basket with the mouse, the following labeled picture and three baskets appear on the screen. If you select the final picture correctly, a smiling emoticon appears on the screen. There are at least 6 pictures for each sound category.

Thus, in the process of using such computer tasks in individual lessons, the correct pronunciation of the automated sound in words is reinforced, the dictionary is enriched, generalization words are fixed in the dictionary, positive motivation for attending speech therapy classes is maintained, and computer skills are formed. The use of computerized tasks will stimulate the correct pronunciation of the automated sound in a word, plus they support the child’s desire to be an active participant in the correction process.

Another new interesting method of using electronic visual gaming tools for correctional work to overcome speech disorders.

This Kodak Easy Share Photo Frame is a new, unique feature that features a color LCD display and color management system for playing back video clips. Thanks to the slide show function, photos change at different speeds, and the speakers create musical accompaniment.

Photo FrameKodak Easy Share

The photo frame is convenient to use for articulation gymnastics. The child first examines the image of the desired exercise accompanied by speech and music that appears on the screen, listens, and then performs it independently. Or, for example, when introducing children to illustrations of winter, the music of P. I. Tchaikovsky from the album “Seasons” .

This tool has a number of advantages in correctional work: a convenient control panel, many functions, its own slide show, viewing multimedia training programs, the ability to set viewing time.

Examples of electronic visual and gaming aids

Didactic electronic game “Delicious Juice” (the game field is an image of a green apple with bottles on it with the names of different fruits and berries, inside of which there are glowing LEDs) An adult asks “what kind of juice can be made from fruits and berries?” the child answers: you can make apple juice from apples. After the answer, a self-test is performed - finding a droplet corresponding to the color of the fruit (lemon is yellow, plum is purple, orange is orange).

The correct answer is determined by the coincidence of the highlighted bottle and the droplet. Then the child recognizes contour images of fruits (apples, pears, pineapples) and names objects about which one can say: mine, mine, mine (my banana, my pear, my apple)

Didactic electronic game “Delicious juice”

Electronic multifunctional manual “Miracle Book” (A3 format, consisting of pages equipped with magnets and LEDs inside).

When working with the manual, the right side of the book lights up red - a signal for motivation, and a fairy-tale character appears on the page, on whose behalf tasks are given. Then the left side lights up green, and corresponding green object pictures are attached to it, for which the child must answer.

The child independently attaches the image to the page of the book. The speech therapist can ask leading questions. Using the gaming capabilities of a computer in combination with didactic capabilities (visual presentation of information, providing feedback between the curriculum or the child, ample opportunities to encourage correct actions) allows you to: 1. Increase the growth of motivation and interest children in classes. 2.Reinforce the educational material. 3. Individualize the learning process (content, level of difficulty, pace changes). 4.Remove negativism from repeated repetitions of tasks. 5. Master self-control techniques. 6. Develop hand-eye coordination. 7. Promotes positive development dynamics.

Computer gaming technologies are best used at the stage of repetition and consolidation of educational material. The use of new information technologies involves not only teaching children the basics of computer science, but also creating new, scientifically based, accessible means of development, transforming the child’s objectively developing environment, and expanding opportunities to understand the world around them.

Traditions and innovations in speech therapy practice Favorites

Traditions and innovations in speech therapy practice

The key to success is innovation, which

in turn, are born of creativity.

J. Goodnight

Today, a specialist has extensive practical material at his disposal, the use of which contributes to the effective speech development of the child. But we are faced with difficulties in correctional work due to the increased number of speech pathologies.

Innovation means introducing something new into the goals, content, methods and forms of education, and organizing the activities of the teacher and the child. The main criterion for the “innovativeness” of a technology is increasing the efficiency of the educational process.

Any innovation used in speech therapy practice belongs to the so-called “micro-innovations”, since its use does not change the basic organization of speech therapy care, but only locally modifies its methodological component. Speech therapy massage technologies, body-oriented, information art therapeutic technologies bring positive results.

What is needed today is research aimed at improving practice in institutions, e.g. development of practice-oriented science. Practices must be carried out systematically, consciously and purposefully, all this must be done in order not to find ourselves in a contradiction in life: the freedom to invent any reforms and their destructive effect.

Innovation is the improvement of something that already exists. We do not turn education on its head, but are looking for ways that will improve the education process and, above all, its quality.

So, what is more important than innovation or tradition in the hands of a teacher in classes with students with disabilities? I think everyone will answer this question for themselves, but I would like to note: innovations in education are the call of the times. But limiting ourselves to new technologies and innovative methods is not enough. If an innovation serves the purposes of “decorating”, “showing off”, “establishing itself”, no one needs it, and its implementation only leads to unjustified expenditure of effort, time and money.

Any teacher experiences a moment when it is necessary to change dramatically in order to rise to the next level; we move forward while maintaining professional traditions in correctional pedagogy and special psychology.

Don't forget to subscribe to Speech Pathologist Magazine! We are always glad to see you!

With good wishes and new ideas, editor-in-chief S.Yu. Dance

“Modern technologies for speech therapy assistance for young children”

#Educational and methodological materials #Methodological instructions and recommendations #Educator #Psychologist #Speech therapist #Speech pathologist #Preschool education

Gudina Anna Ivanovna, teacher-speech therapist of ANOO secondary school “Business Gymnasium”, Volgograd “Modern technologies of speech therapy assistance for young children”

What is speech? Speech is the skill, the ability of a person to speak. Speech is a certain technology for creating and expressing thoughts through language. Speech is an action using sounds performed by a person to convey information. Each family has a different attitude towards this phenomenon. Some are alarmed by the fact that by the age of one year the baby speaks only two or three words. Others are calm, despite the fact that a three-year-old child cannot form the simplest phrase and knows only a small number of everyday words. Such parents believe that over time their child will catch up with his peers and speak on his own. And they are very wrong! Most often, delayed speech development has a serious impact on the overall development of the child, does not allow him to fully communicate and play with peers, makes it difficult to understand the world around him, and aggravates the emotional and mental state of the child. However, if you help the child in time, constantly use all methods of development, and activate speech, these serious problems can be successfully solved. .

Let's refresh our memory about how speech development occurs in young children during the first 3 years of a child's life. There are stages of speech development common to all children, and every parent wants to know at what age the child will pronounce the first word, and when he will begin to speak “like an adult.” The development of speech in each child is a rather individual phenomenon. A newborn baby learns to communicate with the outside world from the very moment of birth.

Pre-speech period does not cry before feeding (by the end of 1 month) absence of a smile (by the end of 4 months) absence or weak expression of babbling gradual attenuation of the beginning babble It is rare that a parent may know what signs indicate deviations in the child’s development. Therefore, for prevention, be sure to visit a pediatric neurologist at 3, 6, 9 and 12 months.

Speech period: absence of simple words, lack of understanding of surrounding speech, understanding of gestures and facial expressions, her attempts to communicate with the outside world. Children develop differently, and even the most talented talkers cannot always master all the necessary skills in their age category only when they reach its upper limit. Therefore, standards for timely development do not always serve as reliable guidelines.

Today there is an increase in the number of newborns with various pathologies. The sooner you start corrective work with children with ontogenetic disorders, the more pronounced the effect will be. An important area of ​​development for children under three years of age is the implementation of early speech therapy intervention technologies. Today there is an increase in the number of newborns with various pathologies. The sooner you start corrective work with children with ontogenetic disorders, the more pronounced the effect will be. An important area of ​​development for children under three years of age is the implementation of early speech therapy intervention technologies. The disorder is not always detected immediately after birth; sometimes parents find out about it only when the child is in preschool or even school age. Timely identification and correction of speech disorders is of primary importance for the prevention of these consequences. The most important thing in early diagnosis is not to miss the moment! Often, when we identify a problem, it is important to notice it in time. It is advisable to conduct a speech therapy examination of children only in the presence of parents or their legal representatives. Why? Because modern parents shift their educational functions to the staff of preschool educational institutions. It is impossible to help a child if the position of people close to him is only passive. Not a single child can fully develop outside the family, and no one, even the most professional specialist, is able to provide the child with all the fullness of impressions and ideas about the world around him, in which parents can do this. Many of the parents refer to their own employment and lack of special knowledge. Therefore, our task is to help parents master the science of education and training, to bring parents to the realization that they are important participants in the entire system of correctional and pedagogical assistance.

Subjects of early intervention specialists child family

Technologies of speech therapy work Modern speech therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for children with special abilities. Currently, the issue of each speech therapist’s knowledge of modern correctional technologies and techniques is especially pressing. Technology is a set of techniques used in any business, skill, or art (explanatory dictionary). In other words, technology is recorded sequential actions that guarantee the achievement of a given result. Meanwhile, this is a word that came to us from the Greeks: “technos” - art, skill; "logos" - teaching.

Differences between technology and methodology: Many teachers confuse the concepts of “technology” and “methodology”. The technology is not subject-specific; it can be implemented on any subject, regardless of the content. The technology can be implemented by any teacher. Technology includes a set of methods, forms, means and techniques. Today there are more than a hundred educational technologies. They are classified by organizational forms, by subject, by author, by approach to the child, etc. Modern speech therapy practice has in its arsenal technologies aimed at timely diagnosis and the maximum possible correction of speech disorders. The search for new forms and methods of teaching in our time is not only a natural phenomenon, but also a necessary one.

Modern technologies for organizing speech therapy assistance for young children Speech therapy is a relatively young and complex science. Our science stands at the intersection of pedagogy, psychology and medicine. Can someone tell me what else new can be invented? It’s good that we don’t rub our tongues with pepper, don’t stick nuts behind our cheeks, and don’t burn our tongues with hot irons, as was the case in Ancient times. Nevertheless, innovation and some pedagogical technologies are introduced into speech therapy work every year. Of course, any technologies used cannot radically change the entire course of speech therapy work, but they can improve the results of your work.

Speech therapy technologies Speech therapy technologies Innovative technologies in the work of a speech therapist are becoming a promising means of correctional and developmental work with children. These methods are among the effective means of correction and help achieve the greatest possible success in preventing and overcoming speech difficulties in young children. These include well-known to specialists: Speech therapy examination technology. Sound pronunciation correction technology. Voice correction technology for various pronunciation disorders of speech. Technology for the formation of speech breathing in various disorders of the pronunciation aspect of speech. Technology for the development of intonation aspects of speech. Technology for correcting the tempo-rhythmic aspect of speech. Technology for the development of the lexical and grammatical aspects of speech. Speech therapy massage technology.

INNOVATIVE TECHNOLOGIES IN Speech Therapy: Innovative technologies in speech therapy practice are introduced, new, methods and tools with increased efficiency. This is just an addition to generally accepted, time-tested technologies. The wording “Innovative technologies” may suggest new approaches to working on eliminating a particular speech disorder, helping the speech therapist in his work. As a rule, children with speech disorders have problems in the development of perception, attention, memory, mental activity, varying degrees of motor underdevelopment and sensory functions, spatial concepts, and features of receiving and processing information. These children experience a decrease in interest in activities and increased fatigue. Children often become nervous, irritable, and uncommunicative. To interest a child, we need non-standard approaches, individual development programs, and new innovative technologies.

Non-traditional technologies. art - therapeutic technologies (therapy based on creativity). modern technologies of speech therapy and finger massage (massage using objects and toys) modern technologies of sensory education (therapy based on the child’s senses: touch, smell, tactile, auditory, visual) body-oriented techniques information technologies neuropsychological technologies Ultimately, having passed the test of time, in speech therapy practice will remain the most effective and accessible developments.

“Art therapy” is a means of free self-expression. A variety of art activities contribute to the development of a child’s creative abilities, the formation of a correct worldview and a positive worldview. In the process of creativity, the child’s inner world is revealed. Through drawing, games, fairy tales, music - we can help a person give vent to his strong emotions and stimulate the baby’s speech. The main goal of art therapy is to develop self-expression and self-knowledge of a little person through creativity. The goals of art therapy in working with children are to promote the formation of high vitality and harmonious relationships with the outside world, the development of mutual understanding between children, as well as between children and adults. Teach your child self-expression, the ability to manage their feelings, experiences, emotions.

Types of art therapy: • music therapy (vocal therapy, playing musical instruments); • iso-therapy (non-traditional drawing techniques); • kinesiotherapy (dance therapy, body-oriented therapy, logorhythmics, psycho-gymnastics); • fairytale therapy; • puppetry; • creative play therapy (sand therapy); • laughter therapy; • aromatherapy; • color therapy (chromotherapy).

Music therapy is a method of psychotherapy based on the emotional perception of music. Depending on the melody, its rhythmic basis and execution, music can have a wide variety of effects. Corrective tasks of music therapy: • normalization of neurodynamic processes of the cerebral cortex, normalization of biorhythm; • stimulation of auditory perception (activation of right hemisphere functions); • correction and development of sensations, perceptions, ideas; • improving the quality of movements (expressiveness, rhythm, and smoothness develop); • improvement of the general condition of children; • stimulation of speech function; • normalization of the prosodic side of speech (timbre, tempo, rhythm, intonation); • formation of the syllabic structure of a word. Elements of music therapy During a relaxing speech therapy massage, pieces that have a sedative effect are used, and during an active massage, pieces that have a tonic effect are used. It is also possible to use tonic pieces of music during dynamic pauses and articulatory gymnastics.

Isotherapy techniques used for speech development: • “blotography” technique; • technique of drawing with leaves, sticks, pebbles, etc.; • cotton wool imprinting technique; • “cork impression” technique; • poke painting with a hard semi-dry brush; • drawing with palms; • finger painting; • drawing with soft paper; • drawing on glass; • drawing on semolina.

Fairytale therapy Fairytale therapy is a method that uses the fairy tale form for speech development of the individual, expansion of consciousness and improvement of interaction through speech with the outside world. The main principle of fairy tale therapy is the holistic development of the individual, caring for the soul. Corrective tasks of fairy tale therapy: • creating a communicative orientation of each word and statement of the child; • improvement of lexical and grammatical means of the language; • relationship between visual, auditory and motor analyzers; • improving the sound aspect of speech; • development of dialogic and monologue speech; • effectiveness of playful motivation for children's speech; Elements of fairy tale therapy: • cooperation of the speech therapist with children and with each other; • creating a favorable psychological atmosphere in the classroom, enriching the child’s emotional and sensory sphere; • introducing children to the past and present of Russian culture and folklore.

Puppet therapy Puppet therapy is a section of art therapy that uses a doll as the main method of psychocorrective influence, as an intermediate object of interaction between a child and an adult. The goal of puppet therapy is to help smooth out experiences, strengthen mental health, improve social adaptation, increase self-awareness, and resolve conflict situations in collective activities. Puppet therapy is a method of complex influence on children to enrich and consolidate the knowledge that teachers and parents presented in various types of activities. Objectives of puppet therapy: improving fine motor skills and coordination of movements; development through a doll of ways of expressing emotions, feelings, states, movements that in ordinary life, for some reason, a child cannot or does not allow himself to express.

Corrective work involves: Corrective work involves: The teacher’s influence on the child with the help of a doll; Direct interaction between the child and the doll; Medical studies; Therapeutic performances. In speech therapy finger gymnastics, children can put puppets on their fingers, which help them better understand the material. Dolls improve children's fine motor skills, massage finger muscles, and help activate speech. We invited the children to shake hands with the doll, squash its palms, see what it was dressed up in, and tell them what they liked best while looking at the doll. In turn, the doll could both calm the child and cheer him up. Diagnostics showed: the children’s memory and speech improved, and their knowledge expanded. The children did not hesitate to express their emotions. We learned to convey mood and intonation. Aggression was extinguished through puppet therapy.

Sand therapy Sand therapy is a therapy method that promotes better speech correction and the development of the emotional-volitional sphere. Sand therapy promotes: • improving practical communication skills using verbal and non-verbal means; • enrichment of vocabulary; • development of coherent speech; • encouraging children to take active action and concentrate attention; • development of imagination and imaginative thinking.

Laughter therapy Laughter therapy is a type of psychotherapy that helps remove blocks, relax, and get rid of shyness. Humor and laughter lift your spirits, help establish communication connections, and allow you to effectively cope with stressful situations. It is especially useful for children to laugh, especially since making the little ones laugh will not be a problem; they are touched by almost all funny situations: antics, playing hide and seek with them, and much more. The main thing here is to find an individual approach to the baby and then you will notice the healing result of laughter. For children, this is sometimes the only opportunity to correct various deviations in psycho-emotional and speech development.

Aromatherapy Aromatherapy is the use of essential oils and oil suspensions to improve human health. Smells control mood, calm an overexcited nervous system, and increase performance. Children are sensitive and impressionable people who perceive the effects of aromatherapy without any prejudice, so their reaction to essential oils is always positive. The use of aromatherapy will help maintain a good mood in children, and also help cure colds and sleep disorders. Types of aromatherapy: • baths; • spraying; • inhalation; • massage.

Children love warm, sweet smells most. However, due to the fact that their body is still in a state of development, aromatherapy products should be used for them in very minimal dosages. The aromas of lavender and rosemary have a calming effect and eliminate stress, while the aromas of lemon and eucalyptus stimulate the nervous system and increase performance. Garden thyme essential oil has a wonderful effect on the nervous system. This should take its rightful place in therapeutic pedagogy, especially in working with hyperactive children. Research: Hyperactive children were given the scent of mint, and lethargic, paretic children were given the scent of lemon. As a result, children made fewer mistakes in class and were more attentive and concentrated. Aromatherapy is used in combination with music therapy. Sessions are indicated for weakened, depressed or, conversely, overexcited individuals.

Color therapy (Chromotherapy) Color therapy (Chromotherapy) is the restoration of an individual biological rhythm using a specially selected color. The period of pre-preschool childhood is a period of intensive sensory development of the child. Stimulating the intellectual and emotional development of young children with color therapeutic agents is justified and effective. Working with color helps solve many problems: • increases the level of communication of children and their emotional responsiveness; • enriches the sensory and emotional experience of children; • introduces you to techniques for managing your feelings, and develops self-control skills.

Children, even the smallest ones, are naturally programmed to have a certain reaction to a particular color. The mood, behavior and even state of health are influenced not only by the color of the surrounding space, but also by the color of the clothes the child is wearing. The presence of any color in a child’s life (for example, red) can invigorate and improve mood, while at the same time its excess can cause a state of overexcitation and increased motor activity. Color therapy undoubtedly contributes to: • improving the psychological microclimate at home and in the children's group; • stimulation of the intellectual and emotional development of children; • improves appetite (orange, red) or reduces (green); • children's acquisition of psychophysical relaxation skills. Color therapy is indispensable when used in children's institutions and children's rooms.

Body-oriented techniques: All childhood experiences are associated with the development and improvement of voluntary movements (dressing, eating, walking, playing, and, of course, speaking). By paying attention to the development of the child’s motor sphere, we indirectly influence the development of mental properties. A child’s ability to control his bodily manifestations affects the development of his character, abilities and, of course, speech. • bioenergoplasty – combining the movements of the articulatory apparatus with the movements of the hand (Conjugate gymnastics); • stretching – alternating tension and relaxation in different parts of the body, normalizes muscle hypertonicity and hypotonicity; • relaxation exercises – promote relaxation, introspection, recollection of events and sensations and are a single process; • breathing exercises – improve the rhythm of the body, develop self-control and volition.

Bioenergoplasty Bioenergoplasty is the friendly interaction of hand and tongue. According to Yastrebova A.V. and Lazarenko O.I. body movements, joint movements of the hand and the articulatory apparatus, if they are plastic, relaxed and free, help to activate the natural distribution of bioenergy in the body. This has an extremely beneficial effect on enhancing the intellectual activity of children, developing coordination and fine motor skills. Practice confirms the effectiveness of these technologies. This is achieved through an integrated approach using various techniques, including these: simultaneous work on all disturbed sounds; imitation of articulation exercises with hands; playing out articulation exercises; reliance on the child’s kinesthetic sensations; use of non-traditional Su-jok therapy; impact on the emotional sphere of the child. At the first stages, children become familiar with articulation exercises, perform self-massage of the hands, then one hand is introduced (for a right-handed person - the right, for a left-handed person - the left), and only then a second hand is added. The teacher monitors the rhythmic execution. For this purpose, counting, music, and poetry are used.

Logorhythmics Logorhythmics is a system of musical-motor, speech-motor and musical-speech games and exercises carried out for the purpose of speech therapy correction. This is a cocktail of movements, speech and music. The goal of logorhythmics is to overcome speech disorders by developing the child’s motor sphere in combination with words and music. Speech therapy rhythms are useful not only for children with speech impairments, but also for children who are just starting to speak, that is, young children. In such classes they gain their first experience of communicating with peers and adults. Speech therapy rhythm includes: walking in different directions; exercises to develop breathing, voice and articulation; speech exercises without musical accompaniment; exercises that develop a sense of musical tempo; rhythmic exercises; exercises to develop fine motor skills; exercises that regulate muscle tone and activate attention.

Step technologies The technology is based on a dance game derived from step aerobics. In combination with speech text, it is similar to logorhythmics. Step aerobics is rhythmic movements up and down on a special board (platform), the height of which can vary depending on the age and level of difficulty of the exercise. A dance game based on step has a strong influence on personality development, helps relieve stress, increases self-esteem, develops coordination of movements, a sense of rhythm, strengthens physical and speech breathing, and most importantly promotes speech development. Starting from 1 - 1.5 years. Exercises can be selected depending on age characteristics. For young children, activities in the form of games are possible. Speech step aerobics requires proper execution of exercises in combination with breathing exercises and speech material. In the garden there is noise-noise-noise, Bunny-bunny: crunch-crunch-crunch, Jump-jump-jump on the stumps, on the stumps, Ate a carrot - yum-yum-yum!

Breathing exercises can be performed while standing on the steppe, or behind the steppe. Young children are characterized by various imperfections in speech breathing: weak inhalation and exhalation, uneconomical and uneven distribution of exhaled air, jerky exhalation, etc. Therefore, regular breathing exercises for children are useful not only as a general health aid, but also as one of the conditions for the formation of correct, beautiful speech . Breathing exercises can be performed while standing on the steppe, or behind the steppe. Young children are characterized by various imperfections in speech breathing: weak inhalation and exhalation, uneconomical and uneven distribution of exhaled air, jerky exhalation, etc. Therefore, regular breathing exercises for children are useful not only as a general health aid, but also as one of the conditions for the formation of correct, beautiful speech . When solving correctional problems, in the process of performing general developmental exercises on the steppes, basic movements, and outdoor games, children are offered tasks to consolidate and activate sounds based on well-known poems, songs, nursery rhymes, selected taking into account the plot of the lesson and work program. The mastery of each exercise is facilitated by poetic lines that teach the child to perform tasks in a certain rhythm, coordinating movements and speech. For children with speech disorders, this technique is especially important, since the individual internal rhythm of children is often accelerated, or, conversely, slowed down.

Speech therapy massage Speech therapy massage is one of the speech therapy technologies, an active method of mechanical influence aimed at correcting various speech disorders. The goal of speech therapy massage is not only to strengthen or relax articulatory muscles, but also to stimulate muscle sensations, which contributes to the clarity of kinesthetic perception. The kinesthetic feeling accompanies the work of all muscles. Massage of the muscles of the peripheral speech apparatus helps to normalize muscle tone and thereby prepare the muscles to perform complex movements necessary for the articulation of sounds. Performing speech therapy massage techniques requires a clear diagnosis of the state of muscle tone not only of the muscles involved in articulation, but also of the muscles of the face and neck. The main types of speech therapy massage include: • classic manual; • point; • hardware.

Self-massage is a massage performed by a child suffering from speech pathology. Self-massage is a massage performed by a child suffering from speech pathology. Self-massage is a means of complementing the effects of the main massage, which is performed by a speech therapist. The purpose of speech therapy self-massage is primarily to stimulate the kinesthetic sensations of the muscles involved in the work of the peripheral speech apparatus, as well as, to a certain extent, to normalize the muscle tone of these muscles. Finger massage • massage of palm surfaces with stone, metal or glass multi-colored balls; • pin massage; • massage with nuts and chestnuts; • massage with hexagonal pencils; • massage with rosary; • massage with herbal bags; • stone massage; • massage with probes, probe substitutes; • massage with Su-Jok therapy devices. Cryotherapy is one of the modern non-traditional methods of correctional pedagogy, which consists in the use of games with ice. The dosed effect of cold on the nerve endings of the fingers has beneficial properties.

Technologies of sensory development A child’s sensory development is the development of his perception, the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. The importance of sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. Goal: sensory development of young children using modern technologies. One of such teaching aids at present, according to Russian and foreign teachers, are LEGO DACTA construction sets, which have a number of characteristics that significantly distinguish them from other construction sets, primarily a large range of capabilities, versatility, modern technical and aesthetic characteristics, their use in for various purposes.

Lego technologies LEGO technologies provide high quality correctional work with children, allow organizing play, research and creative activities with children, even the smallest, and enrich the subject-spatial developmental environment in preschool educational institutions and families. The use of LEGO in speech therapy classes has a positive effect on the quality of correction and training, as it contributes to: activation of vocabulary (passive and active); development of lexical and grammatical means of speech within certain topics and age; formation of the grammatical component of speech; formation and development of correct long exhalation. setting and automating sounds during the game (building “magic” steps, ladders, paths); development and improvement of higher mental functions; training fine differentiated movements of fingers and hands. Work on speech development using LEGO technologies makes the correctional speech therapy process more effective. Children perceive classes as a game, it does not cause negativity in them, it teaches children to be attentive, persevering, and accurately following instructions. This helps to better assimilate correctional material. The more diverse the methods of speech therapy for children with speech pathology, the more successful the formation of speech will be.

Health-saving technology There are various complexes of breathing exercises - gymnastics according to Strelnikova, Buteyko, Frolov’s simulator, gymnastics borrowed from hatha yoga, and others. All of them are built on deep breathing, artificial difficulty breathing, holding your breath, slowing your breathing, as well as shallow breathing. The respiratory system of children is not perfect: the smaller the child, the narrower his respiratory tract, and the mucous membrane lining them is very delicate, so you cannot mindlessly follow any of the new techniques. Young children require a more thorough and serious approach: 1. Taking into account the effectiveness of each exercise; 2. Level of difficulty of implementation, accessibility for a small child. 3. Inclusion in the system of exercises for different types of breathing: - abdominal; - costal; - clavicular; - full; Correct speech breathing is the basis of normal sound pronunciation and speech in general. Some sounds require an energetic, strong exhalation, a directed air stream. Therefore, breathing exercises occupy an important place in speech therapy work.

BREATHING GYMNASTICS FOR EARLY CHILDREN The main task of breathing exercises for a child is to teach him to breathe correctly, deeply, fill his lungs as much as possible when inhaling, expanding the chest, and when exhaling, free the lungs from residual air, pushing it out by compressing the lungs. • normalization and optimization of the respiratory system as a whole; • oxygen metabolism is activated in all tissues of the body, which promotes attention and improves memory; • in combination with sound exercises, effective in speech therapy work; • improves speech breathing and speech sonority; • eliminates nasality, disturbances in tempo and rhythm of speech. These exercises can be included in a complex of morning exercises, warm-up after sleep, while walking, but at least 2 times a day. Watch. Stand up straight, legs slightly apart, arms down. Swing your straight arms back and forth and pronounce TICK-TACK, breathing calmly and evenly. (6-7 times) Dudochka. Sit on a chair, clench your hands as if you were holding a pipe, bring them to your lips. Exhale slowly while pronouncing the sounds P-F-F-F (4 times) Cockerel. Standing straight, legs slightly apart, arms down. Raise your arms to the sides - inhale, pat your hands on your thighs with the sounds KU-KA-RE-KU - exhale. (4 times) The porridge is boiling. Sitting on a chair, place one hand on your stomach, the other on your chest. Pull in your stomach and draw in air (inhale), lower your chest (exhale) and pronounce the sound F-F-F loudly as you exhale. (4 times) Train. Walk, making alternating movements with your hands and saying CHUH-CHUH-CHUH (20 seconds) Funny ball. Standing straight, legs apart. Raise your hands with the ball (diameter up to 10 cm) to your chest, inhale and throw the ball forward from your chest with the sound U-H-H (exhale), catch up with the ball (4-5 times)

MYOGYMNASTICS FOR EARLY CHILDREN The traditional complex of articulatory gymnastics is not always effective for the targeted formation or restoration of individual muscles suffering from a disorder such as hypotension. Myogymnastics is gymnastics for insufficiently or improperly functioning groups of masticatory and facial muscles, developed by orthodontists in order to form and normalize the functions of the muscles of the maxillofacial area and the oral cavity. These exercises stimulate the development of the muscles that elevate the tongue, promoting the development of proper swallowing skills, strengthen the orbicularis oris muscle, preventing disturbances in the development of the sound side of speech, and preventing dentofacial deformation. Horses or Candy. Clicking the tongue (30 sec) in a position comfortable for the child (sitting, standing) Start the car. Pronouncing the sound D-D-D (up to 30 sec.) Let's brush our teeth. Use the tip of your tongue to move (“clean”, “stroke”) along the upper and lower teeth from right to left (4-5 times) Kiss. Extend your lips forward and smack (4-5 times) Smile. Stretch your lips as wide as possible, return to the original position of your lips (4-5 times) Inflate the balloon. Puff out your cheeks and slowly squeeze out the air through pursed lips with your fists (4-5 rubles)

Computer technologies “Magic Pen” Another modern electronic learning technology that is actively used by us in working with children is the “Magic Pen” and a series of books that is included with an electronic device in the form of a pen. The contents of the educational books are already “downloaded” into the pen. For an electronic device to “recognize” each book, you just need to touch the logo on the first page with it. When you touch the text, the “pen” will read it out loud. With books in the Magic Pen series, children will be able to: ∙ read or listen to books in the series on their own, ∙ answer questions and use a pen to check the correctness of answers, ∙ learn the meaning of new words, ∙ listen to short musical