Master class by a speech therapist for parents “Attentive Ears”

Master class for parents “We play at home, we develop our hearing”

Target:

Create favorable conditions to increase parental interest in joint speech therapy games and exercises with the child at home.

Tasks:

1. Introduce parents to games and exercises that promote the development of phonemic awareness in preschool children.

2. To develop parents’ creative approach to performing speech therapy exercises in the development of phonemic hearing.

3. To develop the ability of positive interaction at the parent-child level when overcoming difficult tasks.

Materials and equipment:

A4 paper sheets, scissors, adhesive pencil, advertising booklets and old teaching aids are handouts for each master class participant. Small containers-noise makers (10 pcs.), bell,

Progress of the event:

1. Introductory part.

— Dear parents, we present to your attention games and exercises that promote the development of phonemic awareness in preschool children.

2. Theoretical part.

- What is phonemic hearing? How do you think?

The ability to focus on sound is a very important human characteristic. Without this feature, it is impossible to learn to listen and understand speech. It is important to distinguish, analyze, and differentiate phonemes by ear (the sounds that make up our speech). This skill is called phonemic hearing (perceive and distinguish all speech sounds by ear). With phonemic hearing disorders, the child perceives, remembers and repeats not what he was told, but what he heard. For example, the word “slippers” turns into “folders”, “paws”, the phrase “Give me a pillow” - into “Oh, ear”, “Under the shower”. At school, this already leads to low reading and writing speed and numerous errors.

What helps the development of phonemic hearing in preschoolers? Various games, during which the child listens, analyzes, acts (claps or stomps), and then pronounces sounds himself. Gradually increasing the complexity of tasks will allow you to achieve maximum efficiency in the development of phonemic hearing. Therefore, we will do an exercise with gradual complication.

First, we develop the ability to recognize non-speech sounds , developing auditory attention and auditory memory.

— Close your eyes and listen to the sounds outside the window: “What's that noise? (trees) What's buzzing? (car) Who's tweeting? (sparrow) Who's talking? (People)". At home, invite the children to close their eyes and listen to the world around them, who will hear more.

— Look at the containers from Kinder Surprises, try to find the same ones by the sound. At home, together with your child, fill opaque containers or plastic cups with any “sounding” materials (seeds, paper clips, buttons, beans, bells, candy, cookies). Let the child guess by sound what is inside. For those who guess correctly, the prize is a piece of candy or cookies from a cup.

- Close your eyes, listen. From which direction does the sound of the bell come? Right or left? At home, play the game “blind man’s buff” with your children. Covering the child's eyes with a blindfold, ask him to move towards an agreed sound, for example, clapping his hands.

- Take a pencil on the table and repeat after me the beat out rhythm: I-II-III-I-II-III. At home, give your child a regular pencil and ask him to knock on various objects made of glass, metal, and wood. Compare the sound. With your eyes closed, try to guess what object the pencil is hitting. Repeat the rhythm with pencil strokes: I-II-I-II-I-II. Ask your child to repeat the same clapping rhythm with pauses.

- Listen to where the phone rang, the sound is quiet, but you need to find its location. Difficult? At home, you can hide a ticking alarm clock while the child is in another room. The child must listen and determine where the alarm clock is hidden.

- Let's relax a little and listen to the sounds of nature. What do you imagine when you hear these sounds? (Rain, sea, forest, waterfall). To develop phonemic hearing in a child, it is useful to listen to audio recordings of natural sounds (the sound of rain, the murmur of a stream, sea surf, spring drops, the sound of a forest on a windy day, birdsong, animal voices). Discuss with your child the sounds heard, how the sounds are similar, how the sounds differ, where can they be heard?

Next, we teach the child to distinguish between the pitch, strength and timbre of the voice..

- Say your child’s name: quietly-loudly, joyfully-sadly, angrily-kindly. At home, play with an imaginary puppy. How does a puppy bark when he is close (loud)? How does he bark when he’s far away (quietly)? The child himself “barks” at the adult’s signal: “far” - “close”. If the puppy is lost, he barks in fear, trembling with fear. When he wants to eat, does he whine pitifully? How does a puppy bark happily?

Now it’s time to distinguish words that are similar in sound composition.

- Find from the pictures laid out on the table: multifora, microflora, auditor, animator, distributor. These are words for adults; for children, select pictures with words that sound similar (cat-bear-mouse; onion-beetle-bitch; goat-braid -dew). You say the word, and the child chooses the correct picture.

“Help me correct my mistakes, what I wanted to say: “It doesn’t hurt the shobaka, it hurts the lice.” Difficult? You can use short sentences with children. Say that your tongue is tired and ask your child to help pronounce the sentences correctly: “The scythe eats the grass. Shobaka runs home. The horseman pulls the cart."

We learn to distinguish between syllables and sounds.

- Which syllable is extra? Clap your hands when you hear: “SHA, ZHA, ZA, SHA.” At home, the child should hear which syllable is extra in a row: “shi-shi-shi-zhi-shi.” When you hear “zhi,” you need to clap.

- Catch the sound. Agree with your child what sound he should recognize. Then the adult pronounces several sounds in a row, and the child, hearing “his” sound, claps his hands. For example, catch the sound “L” in your palms: “K-Z-V-U-B-L-D.”

- Clap and stomp. The exercise is aimed at developing switchability of movements and correlating action and sound. Let's try. We raise our hands to the sound “R”, lower our hands to the sound “S”, clap our hands to the sound “J”, stomp our feet to the sound “K”. Started: “K-Z-S-R-K” Difficult? Imagine how difficult it is for a child who is just learning the world of sounds. Carry out simplified exercises with your child: the preschooler stomps on the sound “w”, and claps his hands on the sound “zh”.

- Let's complete the task in Russian for the second grade. What sound is there in all of the words listed: bunches, flocks, necklace (sound “Y”). The child will encounter such exercises at school, and one must prepare for this. A preschooler can be offered three or four words, each of which has the same sound, for example: reed, fur coat, mouse. What sound is there in all these words?

- All adults love to tidy up their closets. Let's teach this to our children. Place the pictures in different cabinets with your child. The picture with the sound “s” (sundress) should be placed on the left, with the sound “sh” (scarf) - on the right);

- Which of you can remember more words starting with the sound “P”? Play with your child at home; whoever can remember the most words wins.

— A word game is a type of city game. Remember how in childhood we played cities: “Arkhangelsk-Kostroma-Astrakhan-...” At home, play words with the children. You need to choose a word that begins with the last letter of the previous one (bus - plum - orange -...).

We teach children to determine the number of syllables in a word.

- There is confusion, guess the word: “nok-re-be” ​​(child). Swap the syllables and guess the word with your child (ma-zi - winter, ka-kosh - cat).

- Start saying a word, and the child finishes it: wa-...za, nya, sya; ru-ka, bin, l).

3. Practical part.

“Our children always rejoice at gifts and joint activities with their parents. We will now make them a small speech therapy manual with our own hands, and at home you will continue to expand the collection of manuals with your child.

In front of you is a white A4 sheet and advertising brochures. Think about which sound causes the most problems for your child. Find and cut out pictures with this sound in the title. What kind of fairy tale can you come up with with these pictures? Glue them in the order needed for the fairy tale or story. Tell your child your fairy tale, and together with him come up with a new one based on a certain sound. For application, you can use old magazines, workbooks, and advertising brochures. This is your personal homemade speech therapy manual. It is invaluable because it develops phonemic hearing, fine motor skills, mental processes of analysis and synthesis, visual perception and attention, children's imagination and fantasy. You teach your child to create while developing, to learn while playing. And the result of your creativity will be the child’s correct speech and good grades in the Russian language.

Causes of speech disorders in children

1. Heredity – mental retardation, hearing impairment in parents.
2. Intrauterine pathologies (the mother suffered a viral disease during pregnancy and was injured). They develop when the fetus is between 1 and 4 months old.
3. Premature birth and birth injuries leading to intracranial hemorrhage.
4. Diseases and injuries in the first years of life: rickets, whooping cough, meningitis, damage to the skull or palate, inflammation of the middle ear.
5. Psychological reasons: parents do not communicate with the child, treat him poorly, leave him alone too often.

Educational project “Speech therapy school for parents”

Author:

Antikyan Inna Vladimirovna,

teacher-speech therapist of the highest qualification category,

MBDOU "General developmental kindergarten "Semitsvetik"

gp. Andra, Khanty-Mansi Autonomous Okrug-Yugra, Tyumen region

Educational project “Speech therapy school for parents”

as an effective form of teacher-speech therapist interaction

with the family of a child with disabilities

(from work experience)

All of us, practicing teachers, can note with regret the fact that recently the number of children with various developmental delays has been steadily increasing. There are plenty of reasons for the birth of such “special” children in the modern world: these are unfavorable environmental conditions, physical and mental ill health of future parents, intrauterine pathologies of the fetus, various pathologies during childbirth, as well as serious diseases suffered by the child in the first years of life, when his brain is especially actively developing.

When a child with special educational needs comes to kindergarten, it is often the speech therapist who becomes his main teacher, close friend and guide to the world of children and adults around him. To teach the means of communication, to develop the ability to build a dialogue with people around him, to gain self-confidence - this is most important, in my opinion, in the work of a speech therapist with “special” children.

Based on my work experience, I can say that a good, lasting positive result of correctional work is possible only through well-structured joint activities of the speech therapist teacher and the family of a child with disabilities. And here my main task as a specialist is to organize and coordinate such a system of work with preschool teachers and the child’s family, during which all participants in the educational process will be actively involved and maximally interested in success!

Communicating for several years with parents of children with disabilities, I noted that they are often reluctant to attend and participate with their children in collective events and projects implemented in preschool educational institutions, preferring individual forms of interaction with a speech therapist teacher.

But we all know: a child’s speech actively develops only in the process of communication, and the more diverse the forms of this communication, the more successful the process of correction of the child’s speech and mental development as a whole will be.

We can also observe that not all parents know and think about how valuable the first years of life are for the development of a child, when with competent comprehensive medical and pedagogical influence and parents’ awareness of problems in the child’s development, it is really possible to compensate for them and give the opportunity for the baby to live and develop normally.

Therefore, I saw the need to create and implement such an educational project as the “Speech Therapy School for Parents,” considering it as an effective form of interaction between a speech therapist teacher and the family of a child with disabilities.

The goal of this project is to involve the family of a child with disabilities in joint educational, correctional, developmental and educational activities aimed at the child mastering the communicative qualities that he will need for full communication with the world around him, in accordance with his physical, mental and age characteristics .

This project has been implemented annually for many years; initially it was focused on interaction with all parents of children attending preschool educational institutions.

However, in recent years, along with the traditional annual meeting topics, master classes for parents such as “Prevention of sound pronunciation disorders in middle preschool age. Implementation of interaction between kindergarten and family” or “Home speech therapist: game techniques for automating sounds in children” (Appendix 1), I include in the annual planning the topics of meetings directly aimed at providing speech therapy assistance to families raising “special” children.

For this purpose, the most effective, in my opinion, is a combination of collective and individual forms of work with parents.

According to my observations, many mothers raising children with special needs are closed about the development of their child, are embarrassed by this problem, or, worst of all, may not recognize and disagree with the fact that the problem really exists and it needs to be solved as as quickly as possible without wasting precious time.

In such a situation, the teacher-speech therapist needs to be a subtle psychologist and tactfully, and with reasoning, explain to the mother the essence of the problem and possible ways to solve it. Of course, not everything depends on the speech therapist, but we, as specialists, can competently influence the attitude of parents to existing problems in the development of their children.

Of course, in many respects, the result of correctional work depends on the coherence in the work of the entire teaching staff. Here, the speech therapist teacher also acts as a coordinator and curator, since, having special knowledge in the field of defectology, special pedagogy of psychology, he is able to familiarize teachers with the specifics of working with children with developmental disabilities through seminars, master classes and business games.

Activities taking place at the “Speech Therapy School for Parents” are planned in advance, but during the year this plan is subject to correction, since the project is open, person-oriented and is designed to provide real and truly necessary assistance to the parents of a child with disabilities.

How does it work and what are the secrets of successful mutual communication between a speech therapist and families raising “special” children?

Firstly, we must help the mother overcome her lack of confidence in her strengths and teaching abilities and show her that, if desired, it is the mother who can become the best teacher for the child: a defectologist, a psychologist, a speech therapist... but if she is really interested do everything possible for the development of your child. At each individual lesson, I take photos and videos of fragments of the lesson and send them to parents. If something becomes unclear to them, I provide clarifications and recommendations.

Secondly, we need to try to make parents our allies, so that together, helping each other and the child, we can achieve a good result of correctional work. Therefore, we invite mothers to open individual practical classes, clearly demonstrating how to properly work with a child at home, how to interest the baby and keep his attention. Very often, the speech therapist’s assistant is the older children in the family or fathers, who, as you know, are closer to the child in terms of interest in play and are not so burdened with household chores. I also suggest that parents make interesting educational aids for their children from scrap materials, using original ideas from the Internet.

Thirdly, we will show and tell the family about every slightest success of the child and teach parents to celebrate the child’s successes, praise him and motivate him for further achievements. It turns out that not all parents know how important praise is for a child.

Fourthly, we can unobtrusively introduce parents of children with disabilities at our meetings so that they have the opportunity to informally discuss educational problems and share special techniques with each other or simply speak out on topics that interest them.

Fifthly, when we see that both mother and child have already gained some confidence and readiness to communicate with children and parents in the group, we gradually involve them in participating in micro-group, general group, and then in general kindergarten events.

For example, Pasha K., a child with level II of general speech underdevelopment, with the help of his mother, participated in the defense of the parent-child project “Our Author’s Tongue Twister” and, with difficulty overcoming embarrassment, nevertheless uttered the tongue twister composed by his parents.

And after completing the preparatory school group, Pasha, having moved to the III level of speech development, became more confident, agreed to participate in the online Olympiad and took a prize. The child overcame his fear of public speaking and gladly took part in a speech therapy quest and began to communicate more actively with peers and adults.

Seeing the success of their child and receiving the support and help of a speech therapist, parents become active participants in the correctional and speech therapy process. They take part in events and project activities at the preschool educational institution.

In my experience, the long-awaited result of such systematic rapprochement and cooperation with a family raising a “special” child, as a rule, is a trusting relationship between parents and child with a speech therapist, which contributes to the successful correction of the child’s speech and his mastery of the necessary communication skills.

Annex 1.

Activity plan for the “Speech Therapy School for Parents”

for 20__-20__ academic year

Individual counseling at the request of parents - on Wednesdays from 17.00 to 18.00

Bibliography

1. Bachina O.V. Samorodova L.N. Interaction between a speech therapist and the family of a child with speech impediments. M., 2009
2. Chirkina G.V. The role of the family in the correction of congenital developmental disorders in children. M., 2004

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Master class for parents of senior speech therapy group “Speech therapy games with mom”

Press the spoon tightly against the lips in front of the lips, folded into a tube, with the convex side and make circular movements clockwise and counterclockwise.

Stretch your lips into a smile. Use the convex part of a teaspoon to make circular movements around your lips clockwise and counterclockwise.

Take a teaspoon in your right and left hand and make light patting movements on your cheeks from bottom to top and top to bottom.

Circular movements with teaspoons on the cheeks (from nose to ears and back).

Patting teaspoons on the cheeks with both hands simultaneously from the corners of the mouth stretched in a smile to the temples and back.

Games with cotton balls and bottles, candles

"Air Football"

. Stretch your lips forward with a “tube” and blow for a long time on the ball (lying on the table in front of the child), driving it between two cubes. The options depend on your imagination. You can offer the child to blow on a pinwheel, small toys that easily roll on the table, or cotton wool (blow from the palm).

"The Singing Bottle"

A directed air stream can be produced well if you invite the child to blow into a small, clean bottle (from the drops). When an air stream hits the bottle accurately, a peculiar humming or whistling sound is heard (“steamboat humming”). Children really like this.

Note!

Be careful not to puff out your cheeks. To do this, you can lightly hold them with your fingers.

You need to drive the ball in one exhale, not allowing the air stream to be intermittent.

Candle.

Buy small colorful candles and play with them. You light candles and ask the child to blow on a blue candle, then on a yellow candle, etc. You need to blow slowly, the inhalation should not be noisy, and you cannot puff out your cheeks. First, you can bring the candle closer to the child, then gradually remove it.

"Parachute"

Smile, open your mouth slightly, place the wide front edge of your tongue on your upper lip so that its side edges are pressed together and there is a small groove in the middle. Then blow gently upward onto your nose. Complication:

Attach a piece of tracing paper or cotton wool (1.5 cm x 1.5 cm) to the tip of the nose and blow it off; with the right air stream, it flies upward. In order for the tracing paper to easily attach to the nose, you need to slightly moisten it (pass it along the tip of the child’s tongue).

Note!

The lower teeth do not “pull” the tongue upward.

Do not clench your tongue with your teeth.

The exhalation is smooth and long. This exercise trains the exhalation necessary to pronounce hissing sounds.

“Sweet exercise” (exercises with lollipop).

L: You might be surprised, but a round sweet lollipop is an excellent speech therapy simulator. Unwrap the candy canes and let's play a little. Squeeze the lollipop with your lips and try to hold it for 5-10 seconds. Holding the lollipop with your lips, try moving the stick first from top to bottom, then from side to side. Open your mouth slightly, lips parted into a smile, make a cup, put lollipop in the cup and try to hold the lollipop with your tongue only. Raise your wide tongue to the sky, press the lollipop “fungus” to the palate. Move the lollipop along the midline of your tongue from tip to root and back 5-10 times. During the performance of articulatory gymnastics, you will see how, at first, when children perform exercises, tension in the movements of the organs of the articulatory apparatus is observed. Gradually the tension will disappear, movements will become relaxed and at the same time coordinated.