Features of working with parents in a preschool speech center

Features of working with parents in a preschool speech center

The article is devoted to the interaction of a speech therapist with parents in a preschool speech center.

Preschool age is the best period for correcting speech defects. Therefore, a speech center, like a playroom or music room, should be in every kindergarten.

Under the strict supervision of a professional in the field of speech therapy, the slightest speech disorders in children will be identified in a timely manner. The speech therapist will determine exactly who needs to work on what sounds and will create a system of effective exercises for everyone.

However, all this effectiveness will be nullified if the baby’s parents are not included in the correction process. But how can we explain to dads and moms, who are tired after work and household chores, the enormous importance of classes to correct their child’s speech?

Today we will tell you how to make the interaction between a speech therapist and parents as productive as possible.

Acquaintance.

Having formed a group of children with speech disorders, the speech therapist should individually get to know the parents of each of them. It is better if both the baby’s mother and father are present during the meeting. After all, if only one of them understands the importance of speech correction, then there is a risk that the second will constantly “cool his ardor” with the words: “It’s not that important,” “It will somehow correct itself.” It is better to convey the task to both parents so that in the future they do not argue, but rather join their efforts for the benefit of the child.

When meeting people, you need to be extremely delicate and use fewer professional terms. Many overly sensitive mothers perceive their child’s inclusion in a speech therapy group as a tragedy. It is better to explain everything in simple words, avoiding the expressions “pathology”, “defect”, etc.

General parent meeting.

When contact with all parents has been established, you need to gather them together in a calm, friendly atmosphere.

The parent meeting can be held in two stages:

Stage I: Motivation.

You can invite adults to fantasize: what will their children become when they grow up? And then draw their attention to what a huge number of professions require clear diction and well-delivered speech: journalist, teacher, actor, politician, etc. And even if the future occupation of their sons and daughters has nothing to do with oratory skills, still pronouncing words correctly is a sign of self-confidence and high self-esteem. Of course, people who do not have smooth, beautiful speech achieve success. But if it is possible to eliminate the obstacle in advance, why not do it?

Then the logopunkt specialist can emphasize that this age is the most fertile moment for the formation of correct speech. Now the baby’s sound pronunciation can be compared to a flexible young tree, which is still able to take the desired shape. But when the child leaves kindergarten, the “tree” will become stronger and stronger, and speech correction will become very difficult.

Stage II: Explanation of details.

You need to tell your parents about the exercises in your homework book and the order in which they should be completed. It is important to emphasize: a child should not associate a homework notebook with torment or boredom. You can add an element of play to the exercises. You shouldn't scold your child for something he can't do. But you need to be rewarded for success more often.

Periodic control.

The interaction between the speech therapist and parents does not end there. Under no circumstances should a kindergarten speech center specialist leave homework to chance. Parents should feel that their efforts are not in vain. Like children themselves, they should be constantly rewarded for their success. By calling, you can tell them about the noticeable improvements in the baby’s speech with the words “You already have something to be proud of,” “Congratulations on another “defeated” sound.”

Assistance from educators.

The kindergarten teacher, who is an authority for parents, can play an important role in their interaction with the speech therapist. He can act as a kind of mediator between them. To the mother who comes to pick up the child, he can unobtrusively convey the speech therapist’s advice on working with the homework book. And vice versa: parents can, in a confidential conversation, tell the teacher about difficulties that they are embarrassed to directly tell the speech therapist about. And the teacher will later give them feedback in the same soft, unobtrusive form. This will help avoid the typical fear of the “doctor in a white coat” – the image with which speech therapists are often associated.

Olga Vladimirovna Sokolova, teacher-speech therapist, GBOU kindergarten No. 605, Moscow

1. Correctional and speech therapy work with bilingual children in a speech center of a preschool educational institution
2. Work of a speech therapist teacher with parents of children with speech pathology in a secondary school
3. Implementation of an integrated approach to overcoming speech disorders in the conditions of a speech center of a preschool educational institution
4. Speech card for preschool speech center
5. Innovative forms of working with parents: Parent club “Speech therapist school”

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A speech therapy center (abbreviated as “logopunkt”) is a place where assistance is provided to children with speech disorders without transferring the child to another (specialized) group. The main task of preschool educational institutions of a general developmental type (that is, ordinary kindergartens) is the implementation of a general education program. And, as you know, such a program does not specifically provide time for classes with a speech therapist teacher. In other words, speech therapy classes are an additional service. Therefore, the schedule of classes in preschool educational institutions is drawn up in such a way that the speech therapist teacher can work with children only during their free activity, without compromising general education classes.

What kind of children are taken to the speech center?

Children from the age of 5 are enrolled in the speech therapy center, but not all children, but only those most in need of help. There is a priority depending on the severity of the speech disorder. First of all, children 6 years old are enrolled and will start school in a year. That is, the guys from the preparatory group. And also those who did not complete classes with a speech therapist last year. Some of the children in the older group are enrolled in the remaining places. All others who need help from a speech therapist are put on a waiting list.

With what diagnosis (speech therapy report) can I get to the speech center?

Most often, children are admitted with the following speech therapy findings:

• violation of the pronunciation of individual sounds (in children with dyslalia, dysarthria or an erased form of dysarthria) - FNR
• phonetic-phonemic underdevelopment of speech (in children with dyslalia, dysarthria or an erased form of dysarthria) - FFSD
• GSD (general speech underdevelopment) of the third level in children with dysarthria or an erased form of dysarthria, or GVOSD - mild general speech underdevelopment or GSD of the fourth level.

In what mode do classes take place at the speech center?

Individual and subgroup classes - 2 or 3 times a week. The best effect, of course, comes from individual lessons. How often individual lessons are conducted with your child and their duration is determined by the speech therapist, depending on the severity of the speech disorder, the child’s age and his psychophysical characteristics. Typically, individual sessions at a speech center last from 10 to 20 minutes. The goal of individual speech therapy sessions is the correction of sound pronunciation and the development of phonemic processes. In the first half of the day, the speech therapist works 4 days a week. In the afternoon - once a week. Most often, individual lessons and consultations with parents are held in the afternoon.

How many children are enrolled in the speech center?

The number of children attending a speech therapy center at the same time should not exceed 20-25 people. Since speech therapy assistance is required by a large number of children with different types of speech diagnoses, the time frame for working with each child can vary greatly. Therefore, children are removed from the speech center in kindergarten not as a whole group, but individually, as the speech disorder is corrected. And another child from those standing in line is immediately enrolled in the vacant place. Thus, the speech center in kindergarten is an open and extremely mobile system. It is very difficult for a speech therapist to solve the problem of completely correcting the speech of children alone. Therefore, he intensively involves both parents and kindergarten specialists in his work. To successfully correct children's speech, the help of parents is simply necessary! They must follow all the recommendations of the speech therapist, regularly attend consultations with a specialist, and complete homework, which is given once a week. And, of course, close monitoring of the baby’s speech is necessary on the part of parents.

Logopoint. Logogroup. Differences. Specificity.

— protocols for the admission and release of children.

Plans for the next academic year are drawn up in May and approved by the head of the preschool educational institution.

1. Annual work plan for a speech therapist at a speech center

The annual plan defines three main areas of work for a speech center specialist: with children, educators and parents of children undergoing training. A separate list contains a list of activities carried out by a speech therapist throughout the year and not tied to specific dates. The annual work plan of the logopunkt given below is presented in the form of a table. However, a speech therapist can arrange it in the form of lists in individual areas of work.

2. Long-term plan for conducting subgroup classes with children 5-6 years old with a diagnosis of “phonetic speech disorders”

In addition to violations of sound pronunciation, children in this group may also have elements of phonetic-phonemic and lexical-grammatical underdevelopment of speech, and coherent speech is not sufficiently formed. Taking this into account, a set of classes of a combined nature was developed. In addition to the development of motor skills of the speech apparatus, sound analysis skills and activation of higher mental functions, work is carried out to enrich the vocabulary and correct the grammatical structure of speech.

Corrective work according to the plan is designed for six months. The main stage classes are preceded by a cycle of 12 preparatory classes (logo training). The duration of these classes is 30 minutes. They are held 4 times a week in strict sequence.

Then the speech therapist conducts thematic classes of the main stage 2 times a week. Each topic is worked on within 1-2 weeks and reinforced in individual lessons. The topics of the main stage lessons may change depending on which topics cause difficulties for children. The main stage activities do not require a strict sequence of execution.

The plan also provides for four classes on the development of coherent speech. The final lesson is held in the form of a celebration.

3. Long-term plan for conducting subgroup classes with children 5-6 years old with a diagnosis of “phonetic-phonemic speech underdevelopment”[1]

In addition to disturbances in the sound aspect of speech, children in this group have undeveloped phonetic-phonemic perception. Systematic work should be carried out with such children to develop phonemic hearing. The plan provides for a system of gradual formation of the phonemic aspect of speech. During classes, a speech therapist introduces children to sounds and letters and works to develop the skills of sound analysis and synthesis. At each lesson, preschoolers practice the correct pronunciation of new sounds, learn to differentiate them, and become familiar with the letters that represent these sounds.

Individual lessons for children with FFDD are held twice a week. The plan provides for eight classes on the development of coherent speech (once a month). The final lesson is held in the form of a celebration, to which parents are invited.

4. Individual plan of correctional work (drawn up for each child)

An individual plan of correctional work and a speech card are the basic documents, based on which the speech therapist carries out correctional work with each individual child.

The individual plan must indicate the initial level of the child’s speech state, the forms and types of necessary correctional work. Maintaining this document allows you to track the dynamics of the state of sound pronunciation and speech of the child by month. By exercising such control, the speech therapist can carry out correctional work more effectively.

Approximate work schedule for a speech therapist and working time schedule

The documents listed under numbers 5-8 are organizational: they help the speech therapist plan and carry out work at different stages of the correction process.

The speech therapist’s work schedule is drawn up annually, approved by the head of the preschool educational institution and stored in the speech therapist’s governing documents. The cyclogram allows you to analyze how the speech therapist’s working time is used.

7. Schedule of individual lessons

The graph shows the following information:

— the date and time of each lesson;

- about what stage of consolidation the child’s automatized sound is at;

— about the content of correctional work with children. Schedules for individual lessons can be stored in a folder or a special notebook can be created to fill them out.

Subgroup lesson plan

The given subgroup lesson plan is convenient to use when conducting combined speech therapy classes. If desired, the speech therapist can arrange the lesson in the form of notes.

Design of a speech therapist's corner and instructions for parents

After the groups for enrollment in the speech center are finally formed, the speech therapist is recommended to hold the first parent meeting (usually this happens in mid-September). At this meeting, the speech therapist should explain to parents why their children need to attend speech therapy classes, talk about how they are conducted, and remind them of the need to complete homework on time. Parents also need to be made aware that a child’s oral language problems can lead to written language problems in school, and this can significantly affect academic performance. That is why there is a need for corrective speech therapy classes in preschool age.

To monitor the completion of homework by parents, a regular school diary is placed in the folder for individual lessons, with a photo of the child pasted onto the cover. In it, the speech therapist makes appropriate notes, and parents can write down questions for the speech therapist that arise during the completion of tasks. Such a diary helps maintain contact between parents and the speech therapist throughout the entire period of the child’s stay at the speech center.

It is also recommended to organize a special honor board at the logo center. It contains photos of children who graduated from the speech center.

To inform parents about the progress of the correction process, a speech therapist's corner is set up in the group. To remind parents how to properly conduct homework with their child, special reminders are used.

Also in the Speech Pathologist's Corner the names of children whose parents should come for a consultation and the time for speech therapy consultations are indicated. Consultations are held in the afternoon (from 16 to 18 hours) - the time most convenient for parents.

Parents should be aware of the responsibilities of the speech center and their responsibilities towards their children. This information is posted in the Speech Pathologist's Corner.

If the speech center teachers deem it necessary, they can formalize the information provided in the form of an agreement and conclude such an agreement with the parents of each child.

Working with teachers

Particular attention should be paid to organizing work with teachers in all groups of the kindergarten, starting with the second youngest group.

Experience shows that the organization of preventive work helps to reduce the number of phonetic disorders in children. First, the speech therapist conducts subgroup classes with children, and then teachers, on the instructions of the speech therapist, conduct similar classes independently. During classes, the speech therapist offers various exercises to develop speech breathing and voice, articulation and fine motor skills.

To implement the relationship in the work of the speech therapist and the teacher, it is recommended to use an interaction sheet and a map for examining fine motor skills. The interaction sheet between the speech therapist and the teacher on automating the delivered sounds will help the teacher see what sounds the speech therapist is working on with each child in the group, and control the correct pronunciation of these sounds by children during routine moments .

A speech therapist conducts diagnostics of children's fine motor skills. Analysis of the results will allow us to develop a number of exercises for children whose fine motor skills lag behind the age norm. The teacher performs these exercises with children as part of his classes.

Speech therapy examination

Speech card

For each child enrolled in a speech center, a speech card is created, in which the features of the phonetic side of the child’s speech are recorded (the general sound of speech, the state of phonemic hearing, features of sound pronunciation); state of lexical-grammatical structure and coherent speech.

Logopoint. Logogroup. Differences. Specificity.

Preschool speech therapy center

♦ A preschool speech therapy center is the “youngest” form of organizing speech correction assistance for children with speech impediments. Unfortunately, there is still not a single federal level regulatory document on this model of organizing speech therapy care. Publications in a number of publications, especially in the scientific and methodological journal “Logoped”, help to more effectively solve issues of prevention and correction of speech defects. However, speech therapists sometimes have problems that require an extraordinary approach, both to the organization and to the selection of the content of speech correction work.

♦ When analyzing the currently available regulations on preschool speech therapy centers in individual cities and regions of the Russian Federation, many discrepancies and inconsistencies are revealed regarding the specifics of speech therapy work with preschool children. These discrepancies and inconsistencies relate to:

♦ — a list of types and forms of speech disabilities with which children are enrolled;

♦ enrollment mechanism;

♦ — the number of children studying at the speech center at the same time;

♦ — recommended frequency of individual and group lessons for children with different structures of speech defects;

♦ — list of documentation of the speech therapist teacher.

Inconsistencies in a number of provisions are caused mainly by the fact that they are based on the letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution.” The wording of the title of the letter makes it possible to assume that it also relates to the activities of the speech therapy center of the preschool educational institution, since kindergartens are also general educational institutions. But this letter entirely determines the procedure for organizing the activities of only the school logo center, which follows from the contents of the letter and its appendices.

A speech therapy center at a preschool educational institution (institutions) can be opened by decision of the administration of preschool educational institutions and in agreement with local education authorities based on examination data of children and identification of those who need speech therapy help.

The work of a speech therapy center is based on the “cluster” principle, according to which a speech therapist can serve one (basic) or a basic and several nearby (attached to it) preschool educational institutions, as well as children raised in a family and living next to the speech therapy center.

A prerequisite for opening a speech therapy center at a preschool educational institution is the presence in the basic (or in the basic and attached to it) institution of at least 10 groups of children aged 3 to 6-7 years.

A speech therapy center can be organized at a preschool educational institution of the following types:

— general developmental

- combined

- compensating

The organization of a speech therapy center at general developmental preschool educational institutions is possible only if the base institution has a specially designated room - a speech therapy room with an area of ​​at least 15 m2, meeting pedagogical and sanitary and hygienic requirements, fire safety rules and adapted for conducting individual and subgroup classes with children, consultations for parents. The speech therapy center must be equipped with the necessary equipment, toys and aids in the manner established for compensatory groups of preschool educational institutions

If a speech therapy center is organized at a preschool educational institution of a combined or compensatory type, the premises for it can be a previously created and equipped speech therapist’s office, but only if there is a separate entrance to it, isolated from the group premises, and only during those hours when the speech therapist of the compensatory group does not conduct classes there with kids.

Working hours, wages, duration of annual leave and other working conditions of a speech therapist are determined by standards corresponding to the compensating groups of preschool educational institutions. The weekly workload of a speech therapist when working at a preschool speech therapy center is 20 hours, of which 15-16 hours are allocated to direct speech correction work with children, and 4-5 hours to organizational, methodological and advisory work with the teaching staff of the preschool educational institution and parents.

The enrollment of children in correctional classes is carried out by the speech therapist himself, based on the results of an examination of children of all age groups of the basic (basic and attached to it) preschool educational institution at the beginning and end of the school year. When enrolling children, it is necessary to take into account the nature, severity of speech disorders, the age of the children, first of all, providing correctional assistance to older preschoolers with speech development disorders that will prevent their successful inclusion in the process of systematic school education, as well as to children of primary and secondary preschool age with complex speech disorders (general speech underdevelopment, stuttering, phonetic-phonemic underdevelopment). In the same order, children who do not attend preschool educational institutions and are raised in a family are accepted for speech therapy classes.

The number of children attending a speech therapy center at the same time should not exceed 20-25 people. To optimize speech therapy work, it is recommended to combine children of the same age group with similar nature and severity of speech disorders into subgroups (up to 5-7 children) or mobile micro-groups (2-3 children). Taking into account the requirements for organizing the daily routine and training sessions, the maximum volume of the weekly educational load should not exceed the norms allowed by SanPiN (clause 12.10).

The duration of subgroup classes is

The frequency of their implementation is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children. (2-3 times a week). Classes for children are held during the daytime, and once a week - in the evening, so that parents can attend them and receive the necessary recommendations, advice, and consultation.

The timing of speech therapy work is also directly dependent on the severity of speech disorders in children, their individual personality characteristics, and the conditions of upbringing in a preschool educational institution and family. They can vary from 2-3 months to 1.5-2 or more years. As correctional work is completed and speech is normalized in children of senior preschool age, children of younger age groups are enrolled in the vacant places. At the end of classes with a child or when he graduates from a preschool educational institution, the speech therapist, if necessary, gives parents recommendations on organizing the conditions for his further education (for example, continuing correctional speech classes with a speech therapist in elementary school, studying in a special (speech) school, etc.) .

Practice shows that to normalize the speech of children with phonetic underdevelopment, it takes from 1.5 to 6 months, while work with preschoolers who have phonetic-phonemic underdevelopment of speech usually continues for a whole school year or more. Children with severe, persistent disorders in speech development (general speech underdevelopment, stuttering) can attend speech therapy classes for up to 1.5-2 years or more.

a decision to stop systematic classes with a child, guided by the degree to which the level of his speech development approaches age norms, the degree of success in mastering the preschool educational program, and only when he is sure that the child’s close adults - teachers and parents - have achieved a certain degree of independence in providing he needs the help he needs and have a fairly wide repertoire of techniques for developing children’s speech and preventing its deficiencies.

All children who have completed the course should remain under the attention of the speech therapist so that he can provide them with advisory assistance if necessary. Other children in need of speech therapy help are enrolled in the vacant places.

Responsibility for the procedure for enrolling children in classes, the progress and results of correctional speech intervention lies with the speech therapist and the administration of the basic and attached preschool educational institutions.

Thus, even a fairly brief description of the organizational and content components of the work of a speech therapist in a speech therapy center at a preschool educational institution (institutions) convinces that the new model of correctional speech support does not replace already existing forms of special speech therapy work with preschoolers, but is effective and organically complements them, making it possible to provide necessary and timely assistance to a significant number of children in dire need with varying degrees of severity of speech disorders. In addition, it helps today to give a definite answer to the extremely relevant question for modern preschool education practice: how to provide support for children with various developmental disabilities within the existing system of educational institutions and without additional financial costs, providing broad prospects for designing it the basis of models for organizing correctional psychological and pedagogical support for other categories of children with deviations in sensory, intellectual and motor development.

However, guaranteed quality and high efficiency in their development and implementation will be ensured only if the following basic conditions are met:

♦ individualized, complex and systematic impact on all aspects of development and personality of a preschool child with developmental disorders;

♦ the presence of a qualified speech pathologist as the main organizer and coordinator of correctional support for children;

♦ involvement of the child’s close adults (teachers of the preschool educational institution, parents) in the correctional pedagogical process as its active subjects and the organization of continuity of the preschool educational institution and the family in the work on the prevention and correction of deviating options in child development.

Directions of correctional and developmental work:

· formation of full-fledged pronunciation skills;

· development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;

· development of attention to the morphological composition of words and changes in words and their combinations in a sentence;

· enriching the vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;

· developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;

· development of coherent speech in the process of working on retelling, with the formulation of a certain correctional task for the automation of phonemes specified in pronunciation in speech;

· formation of preparation for learning to read and write and mastering the elements of literacy.

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