Article “Methods and techniques of teaching in the work of a speech therapist teacher”

Practical methods of speech therapy intervention

Terekhova Vera

Practical methods of speech therapy intervention

Practical methods of speech therapy . Practical methods of speech therapy include exercises, games and modeling.

Exercise

- this is the child’s repeated repetition
of practical and mental specified actions. In speech therapy work, they are effective in eliminating articulatory and voice disorders, since children develop practical speech skills or the prerequisites for their development, and master various methods of practical and mental activity.
As a result of systematically performing articulatory exercises, the prerequisites are created for sound production and for its correct pronunciation. At the stage of sound production, the skill of its isolated pronunciation is formed, and at the automation stage, the correct pronunciation of sound in words, phrases, sentences, and coherent speech is achieved. Mastering correct language skills is a long-term process that requires a variety of systematically used activities.

Exercises are divided into: • imitative-performing;

• constructive;

• creative.

Imitative-performing tasks are performed by children in accordance with the model. In speech therapy work, a large place is occupied by practical (breathing, vocal, articulatory, developing general, manual motor skills). At the initial stages of assimilation, demonstration of actions is used, and with repetitions, as the method of action is mastered, the visual demonstration becomes more and more “collapsed”

, is replaced by a verbal designation.
Thus, the implementation of articulatory exercises is initially carried out according to a visual demonstration, based on the visual perception of the tasks performed by a speech therapist ; in the future they are only called.
In speech therapy work, various types of construction are used. For example, when eliminating optical dysgraphia, children are taught to construct letters from elements, from one letter to another.

Creative exercises involve the use of learned methods in new conditions, on new speech material. Thus, during the formation of sound analysis and synthesis, the definition of the sequence of sounds is first given with the support of auxiliary means, and then only in speech terms, since the assimilation of the action of sound analysis is transferred to new conditions. And finally, the action of sound analysis is considered formed if it can be performed internally (the child independently comes up with words with a certain sound, number of sounds, selects pictures whose names contain sounds, etc.).

in speech therapy work. An example of this is the repetition of words with added sounds when correcting problems with sound pronunciation.

The use of play exercises (for example, imitation of an action: chopping wood, trees swaying in the wind, imitation of the gait of a bear, a fox) causes an emotionally positive mood in children and relieves their stress.

Performing any exercises contributes to the formation of practical skills only if the following conditions are met:

1. The child’s awareness of the goal. This depends on the clarity of the task, the use of the correct demonstration of methods of execution, the disaggregation of the demonstration of complex exercises, taking into account the age and mental characteristics of the child;

2. Systematicity, which is realized in repeated repetition (in speech therapy classes , outside of them, in class, during extracurricular hours using a variety of speech and didactic material and various situations of speech communication);

3. Gradual complication of conditions, taking into account the stage of correction of the age and individual psychological characteristics of the child;

4. Conscious implementation of practical and verbal actions ;

5. Independent performance at the final stage of correction (although at the initial stages of correction, exercises can be performed with the help of a speech therapist , with mechanical assistance, etc.);

6. Differentiated analysis and assessment of implementation.

The gaming method involves the use of various components of gaming activity in combination with other techniques:

• Display;

• Explanation;

• Directions;

• Questions.

One of the main components of the method is an imaginary situation in expanded form (plot, role, game actions)

.
For example, in the games “Shop”
,
“Calling a Doctor”
,
“At the Forest Edge”,
children assign roles, use masks, clothing items, speech and non-speech actions to create images of people or animals, and, in accordance with the role, enter into certain relationships during the game .

In the game method, the leading role belongs to the teacher, who selects the game in accordance with the intended goals and objectives of correction, distributes roles, organizes and activates the activities of children.

Various games are used with preschool children: singing, didactic, active, creative, dramatization. Their use is determined by the tasks and stages of correctional speech therapy work , the nature and structure of the defect, the age and individual mental characteristics of children. For example, games for the development of auditory attention in children, finger games accompanied by speeches, an object-based environment for the development of fine motor skills of the fingers is presented. This is good. But when examining children who need specialized speech therapy help , it is revealed that often their finger muscles are weak, children cannot accurately reproduce a given pose, and cannot hold it. Particular difficulties are caused by tasks of changing finger poses and reproducing a given tempo in movements. What is the reason for such violations? Without dwelling on the anatomical and physiological aspects in detail, we will consider the pedagogical reasons. When performing finger games, children collectively perform movements inaccurately and are not aware of discrete (individual)

finger positions, the speech accompaniment of the game is also a distraction. In this regard, it seems advisable, along with the use of finger games, to conduct daily finger gymnastics with children, which includes a set of individual or alternating poses and movements for the fingers in a certain order and tempo. This will make it possible to more comprehensively carry out work on the development of fine motor skills of children’s fingers.

Modeling is the process of creating models and using them to form ideas about the structure of objects, the relationships and connections between the elements of these objects.

The effectiveness of their use depends on the following conditions:

• The model must reflect the basic properties of the object and be similar in structure to it;

• Be accessible to a child of a given age;

• Should facilitate the process of mastering skills, abilities and knowledge.

Sign-symbolic modeling has become widely used. For example, when forming sound analysis and synthesis, graphic diagrams of the structure of a sentence, the syllabic and sound composition of a word are used. The use of a model presupposes a certain level of formation of mental operations (analysis, synthesis, comparison, abstraction, generalization)

.

Article “Methods and techniques of teaching in the work of a speech therapist teacher”

Against the backdrop of profound socio-economic changes in the development of society, serious changes are taking place in the education system: in the understanding of its goals, content, methods due to the emerging trend towards humanistic, personality-oriented training and education. In the field of education of children with disabilities, a new social order is being formed for the inclusive education of children. Inclusion means ensuring that support is available to those who need it, in whatever form they need it. In the educational field, this is a form of education in which students with disabilities attend the same schools as their typically developing peers; have individual learning goals that correspond to their needs and abilities and are provided with the necessary support.

The following principles of inclusive education are identified: the value of a person does not depend on his abilities and achievements; every person is capable of feeling and thinking; every person has the right to communicate and to be heard; all people need each other; true education can only take place in the context of real relationships; all people need the support and friendship of their peers; For all learners, making progress is more likely to be in what they can do than in what they cannot; variety enhances all aspects of a person's life.

Inclusion in the educational process of school inclusive education directly affects not only the psychologist and teacher, but also the speech therapist. The specifics of the work of a speech therapist at school involve providing assistance to different categories of children with disabilities. Most of them have an insufficient level of cognitive activity, immaturity of motivation for learning activities, and a reduced level of performance and independence. Therefore, the search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a speech therapist.

The goals of school education, which are set for the school by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are to reveal and develop the child’s potential, create favorable conditions for the realization of his natural abilities. A natural play environment in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving these goals. The inclusion of active learning methods in the educational process makes it possible to create such an environment both in the classroom and in extracurricular activities, including for children with disabilities.

Rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity, not get lost in situations of uncertainty, and be able to establish effective communications with different people. The school’s task is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that will allow him to feel confident in independent life.

Traditional reproductive education and the passive subordinate role of the student cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organizing the educational process, and active teaching methods are required.

The learning process is the subject of many psychological and pedagogical studies [10]. The greatest attention in modern works is paid to studying the role of student activity in this process [4]. Research by Yu. K. Babansky, G. I. Shchukina, T. I. Shamova indicates the need to increase student activity in the learning process. This is explained by the fact that only active assimilation of knowledge is quite effective.

Cognitive activity is the quality of a student’s activity, which is manifested in his attitude to the content and process of learning, in the desire to effectively master knowledge and methods of activity in the optimal time.

One of the basic principles of teaching in general and special pedagogy is the principle of consciousness and activity of students. According to this principle, “learning is effective only when students show cognitive activity and are subjects of learning.” As Yu. K. Babansky pointed out, students’ activity should be aimed not just at memorizing material, but at the process of independently acquiring knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be done at a level accessible to students and with the help of a teacher. This fully applies to the work of a speech therapist teacher.

Some children entering public schools turn out to be insufficiently prepared for education. The level of students’ own cognitive activity is insufficient, and to increase it, the teacher needs to use means that promote the activation of learning activities. One of the characteristics of students with developmental problems is an insufficient level of activity of all mental processes. Thus, the use of means to enhance learning activities during training is a necessary condition for the success of the learning process for schoolchildren with developmental problems. Activity is one of the most important characteristics of all mental processes, which largely determines the success of their occurrence. Increasing the level of activity of perception, memory, and thinking contributes to greater efficiency of cognitive activity in general. This means that increasing the level of activity in the educational activities of children with disabilities will contribute to a more effective process of correctional and developmental education during speech therapy classes.

The use of active learning methods when working with students with mental retardation (MDD) is especially important because This category of children has a low level of cognitive activity, immaturity of motivation for learning activities, a reduced ability to receive and process perceptual information, and insufficient development of the operations of analysis, comparison, synthesis, abstraction and generalization [2, 3]. All these features of children with mental retardation lead to a change in the process of mastering speech function by these children and determine the uniqueness of their speech development: speech inactivity, limited vocabulary, immaturity of word-formation processes, poverty of grammatical structures, difficulties with extended utterances, which ultimately affects the socialization of these children in society.

The means of activating learning are the content, methods, techniques and forms of organizing the educational process. Thus, the level of activity of a student in the learning process is determined by the extent to which the content, methods and organization of training contribute to this activity.

When selecting the content of speech therapy classes for students with speech impairments, it is necessary to take into account, on the one hand, the principle of accessibility, and on the other hand, to avoid excessive simplification of the material. The content becomes an effective means of enhancing learning activities if it corresponds to the mental and intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the task of the speech therapist is to select content in each specific situation and methods and forms of educational organization that are adequate to this content and the students’ capabilities.

The next very important means of enhancing learning are teaching methods and techniques. It is through the use of certain methods that the content of learning is realized.

The term “method” comes from the Greek word “metodos”, which means a path, a way of moving towards the truth, towards the expected result. In pedagogy there are many definitions of the concept “teaching method”. These include the following: “teaching methods are methods of interrelated activities of the teacher and students, aimed at solving a set of problems of the educational process” (Yu. K. Babansky) [1]; “Methods are understood as a set of ways and means of achieving goals and solving educational problems” (I. P. Podlasy) [8].

There are several classifications of methods that differ depending on the criterion that is used as the basis. The most interesting in this case are two classifications.

One of them, proposed by M. N. Skatkin and I. Ya. Lerner. According to this classification, methods are distinguished depending on the nature of cognitive activity and the level of activity of students.

It highlights the following methods:

• explanatory-illustrative (information-receptive);
• reproductive;
• partially search (heuristic);
• problematic presentation;
• research.

Another, classification of methods for organizing and implementing educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control proposed by Yu. K. Babansky. This classification is represented by three groups of methods:

• methods of organizing and implementing educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, work activities, etc.); reproductive and problem-search (from particular to general, from general to particular), methods of independent work and work under the guidance of a teacher;
• methods of stimulating and motivating educational and cognitive activity: methods of stimulating and motivating interest in learning (the entire arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, motivation to learn), methods of stimulating and motivating duty and responsibility in learning;
• methods of control and self-control over the effectiveness of educational and cognitive activities: methods of oral control and self-control, methods of written control and self-control, methods of laboratory and practical control and self-control.

We consider the most acceptable methods in the practical work of a speech therapist teacher with students with disabilities to be explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control.

The group of search and research methods provides the greatest opportunities for developing cognitive activity in students, but to implement problem-based learning methods, a sufficiently high level of students’ ability to use the information provided to them and the ability to independently search for ways to solve a given problem is required. Not all primary schoolchildren with disabilities have such skills, which means they require additional help from a teacher and speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and to introduce into teaching tasks based on elements of creative or search activity only very gradually, when a certain basic level of their own cognitive activity has already been formed.

Active learning methods and playful methods are very flexible methods, many of them can be used with different age groups and in different conditions.

If the usual and desired form of activity for a child is play

, which means that it is necessary to use this form of organizing activities for learning, combining the game and the educational process, or more precisely, using the game form of organizing the activities of students to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective development of the educational program by schoolchildren, which is important not only for schoolchildren with speech disorders, but also especially important for schoolchildren with disabilities.

And the role of motivation in successful learning can hardly be overestimated. Conducted studies of student motivation have revealed interesting patterns. It turned out that the importance of motivation for successful study is higher than the importance of the student’s intelligence. High positive motivation can play the role of a compensating factor in the case of a student’s insufficiently high abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low expression and ensure significant academic success. The capabilities of various teaching methods in terms of enhancing educational and educational-industrial activities are different; they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who applies it.

The concept of “teaching technique” is closely related to the concept of method. Teaching methods are specific operations of interaction between teacher and student in the process of implementing teaching methods. Teaching methods are characterized by subject content, the cognitive activity they organize, and are determined by the purpose of application. The actual learning activity consists of individual techniques.

In addition to methods, forms of organizing training can serve as a means of activating learning activities. Speaking about various forms of teaching, we mean “special designs of the learning process,” the nature of the teacher’s interaction with the class and the nature of the presentation of educational material in a certain period of time, which is determined by the content of training, methods and types of activities of students. The form of organizing joint activities between a teacher-speech therapist and students is a speech therapy lesson. During the lesson, the speech therapist teacher can use various teaching methods and techniques, selecting those that are most appropriate to the content of training and the cognitive abilities of students, thereby promoting the activation of their cognitive activity.

The most effective forms of organizing speech therapy classes are the following: games, fairy tales, travel, competition, fantasy, etc.

To enhance the activities of students with disabilities in speech therapy classes, you can use the following active teaching methods and techniques:

1. Using signal cards when completing tasks

(on one side it shows a plus, on the other - a minus; circles of different colors according to sounds, cards with letters). Children complete the task or evaluate its correctness. Cards can be used when studying any topic to test students' knowledge and identify gaps in the material covered. Their convenience and effectiveness lie in the fact that the work of each child is immediately visible.

2. Using inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc.

Children really enjoy the competitive moment during this type of task, because in order to attach their card to the board, they need to answer the question correctly, or complete the proposed task better than others.

3. Knots for memory

(compiling, recording and posting on the board the main points of studying the topic, conclusions that need to be remembered). This technique can be used at the end of studying a topic - to consolidate and summarize; during the study of the material - to provide assistance in completing assignments.

4. Work with blank methods.

Materials for speech therapy work with primary schoolchildren are presented in the form of form cards, accompanied by recommendations for the use of subtest tasks related to the topic and content of the lesson and aimed at enhancing the cognitive activity of students of different ages and levels of training, taking into account individual characteristics and possible difficulties. Blank methods are used for diagnostic purposes and for corrective work.

5. Perception of material at a certain stage of the lesson with eyes closed

used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to get children in the mood for a lesson after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.

6. Use of kinesiological exercises in speech therapy classes.

Preserving and strengthening the health of students is a fundamental direction in the work of a speech therapist, especially with children with disabilities.

Kinesiology is the science of developing mental abilities and physical health through certain motor exercises. Kinesiological methods not only influence the development of mental abilities and physical health, they make it possible to activate various parts of the cerebral cortex, which contributes to the development of human abilities and the correction of problems in various areas of the psyche. In particular, the use of this method makes it possible to improve a child’s memory, attention, speech, spatial concepts, fine and gross motor skills, reduce fatigue, synchronize the functioning of the hemispheres, improve mental activity, increase stress resistance and the ability to voluntary control, and facilitate the process of reading and writing. Kinesiology is a technique for maintaining health by influencing the muscles of the body, i.e. through physical activity. Exercises include: stretching, breathing exercises, oculomotor exercises, body exercises, exercises for the development of fine motor skills, relaxation exercises and massage.

7. Use of ophthalmic simulator presentations, a separate presentation and fragments of a presentation during a speech therapy session.

The introduction of modern computer technologies into school speech therapy practice makes it possible to make the work of a speech therapist teacher more productive and efficient. The use of ICT organically complements the traditional forms of work of a school speech therapist, expanding the possibilities for organizing the interaction of a speech therapist teacher with other participants in the educational process.

Using the presentation program seems very convenient. You can place the necessary picture material, digital photographs, texts on the slides; You can add music and voice accompaniment to your presentation. With this organization of material, three types of children’s memory are included: visual, auditory, motor. This allows the formation of stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of corrective speech therapy work based on them, children develop correct speech skills, and subsequently self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and promote a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children are able to complete the exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design.

8. Using painting material for

changing the type of activity during the lesson, developing visual perception, attention and memory, activating vocabulary, developing coherent speech.

9. Active methods of reflection.

The word reflection comes from the Latin “reflexior” - turning back. The explanatory dictionary of the Russian language interprets reflection as thinking about one’s internal state, introspection.

In modern pedagogical science, reflection is usually understood as self-analysis of activities and their results.

In the pedagogical literature there is the following classification of types of reflection:

1) reflection of mood and emotional state; 2) reflection on the content of educational material (it can be used to find out how students understood the content of the material covered); 3) reflection of activity (the student must not only understand the content of the material, but also comprehend the methods and techniques of his work, and be able to choose the most rational ones).

These types of reflection can be carried out both individually and collectively. When choosing one or another type of reflection, one should take into account the purpose of the lesson, the content and difficulties of the educational material, the type of lesson, methods and methods of teaching, age and psychological characteristics of students.

In speech therapy classes, when working with children with disabilities, reflection of mood and emotional state is most often used.

The technique with various color images is widely used.

Students have two cards of different colors. They show a card according to their mood at the beginning and end of the lesson. In this case, you can monitor how the student’s emotional state changes during the lesson. The speech therapist teacher must clarify changes in the child’s mood during the lesson. This is valuable information for reflection and adjustment of your activities.

“Tree of Feelings” – students are asked to hang red apples on the tree if they feel good and comfortable, or green ones if they feel discomfort.

“Sea of ​​Joy” and “Sea of ​​Sadness” - launch your boat into the sea according to your mood.

Reflection on the end of a speech therapy lesson. The most successful designation at the moment is considered to be the designation of types of tasks or stages of a lesson with pictures (symbols, various cards, etc.), which help children at the end of the lesson to update the material covered and choose the stage of the lesson that they like, remember, and most successful for the child. by attaching your picture to it.

All of the above methods and techniques for organizing training, to one degree or another, stimulate the cognitive activity of students with disabilities.

Thus, the use of active teaching methods and techniques increases the cognitive activity of students, develops their creative abilities, actively involves students in the educational process, stimulates independent activity of students, which equally applies to children with disabilities.

The variety of existing teaching methods allows the speech therapist to alternate different types of work, which is also an effective means of enhancing learning. Switching from one type of activity to another protects against overwork, and at the same time does not allow one to be distracted from the material being studied, and also ensures its perception from different angles.

Activation tools must be used in a system that, by combining properly selected content, methods and forms of educational organization, will allow stimulating various components of educational and correctional development activities for students with disabilities.

LIST OF REFERENCES USED

1. Babansky, Yu. K. Teaching methods in modern secondary school / Yu. K. Babansky. – M.: Education, 1985.  208 p.

2. Diagnosis and correction of mental retardation in children / ed. S. G. Shevchenko. – M.: ARKTI, 2001,  224 p.

3. Kostenkova, Yu. A. Children with mental retardation: features of speech, writing, reading / Yu. A. Kostenkova, R. D. Triger, S. G. Shevchenko. – M.: School Press, 2004. – 64 p.

4. Kudrina, S. V. Means of activating the educational activities of junior schoolchildren with intellectual underdevelopment: abstract. dis. ...cand. ped. Sciences / Svetlana Vladimirovna Kudrina. – St. Petersburg, 2000. – 20 p.

5. Kuzmina, E. V. Blank methods in the work of a speech therapist / E. V. Kuzmina. – M.: TC Sfera, 2009.  64 p.

6. Pedagogical encyclopedic dictionary.  M.: Scientific publishing house BRE, 2003,  526 p.

7. Povalyaeva, M. A. Non-traditional methods in correctional pedagogy / compiled by M. A. Povalyaeva. – Rostov n/d: Phoenix, 2006. – 350 p.

8. Podlasy, I. P. Pedagogy: 100 questions - 100 answers: textbook. manual for universities / I. P. Podlasy.  M.: VLADOS, 2004.  365 p.

9. Problems of teaching and raising children with mental retardation: a collection of methodological materials / ed. I. Yu. Maisuradze. – Ulyanovsk: UIPKPRO, 2006.  92 p.

10. Serikov, V.V. Teaching as a type of pedagogical activity: textbook. manual / V.V. Serikov / ed. V. A. Slastenina, I. A. Kolesnikova. – M.: Academy. – 2008.  256 p.

11. Sirotyuk, A. L. Correction of training and development of schoolchildren / A. L. Sirotyuk. – M.: TC Sfera, 2002.  80 p.

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When eliminating speech disorders, the leading approach is speech therapy, the main forms of which are education, training, correction, compensation, adaptation, rehabilitation. There are various classifications of teaching methods. In speech therapy work, various methods are used: practical, visual and verbal. The choice and use of one or another method is determined by the nature of the speech disorder, the content, goals and objectives of correctional speech therapy, the stage of work, the age, individual psychological characteristics of the child, etc. At each stage of speech therapy work, the effectiveness of mastering correct speech skills is ensured by the corresponding group of methods . Thus, the stage of sound production is characterized by the predominant use of practical and visual methods; during automation, especially in connected speech, conversation, retelling, story, i.e., verbal methods are widely used.

When eliminating alalia, practical and visual methods are also used to develop the sensory sphere, motor skills, and cognitive activity of the child. At the same time, when consolidating the correct skills of grammatical forms of inflection and word formation, along with visual methods, verbal ones are also used.

When eliminating stuttering in preschool age, the effectiveness of speech therapy work is achieved by practical and visual methods. Starting from school age, verbal methods combined with visual ones are predominantly used in eliminating stuttering.

Practical methods of speech therapy include game exercises and modeling.

Exercise is the child’s repeated repetition of practical and mental actions. In speech therapy work, they are effective in eliminating articulatory and voice disorders, since children develop practical speech skills or the prerequisites for their development, and master various methods of practical and mental activity. As a result of systematically performing articulatory exercises, the prerequisites are created for sound production and for its correct pronunciation. At the stage of sound production, the skill of its isolated pronunciation is formed, and at the automation stage, the correct pronunciation of sound in words, phrases, sentences, and coherent speech is achieved.

Mastering correct language skills is a long-term process that requires a variety of systematically used activities.

Exercises are divided into imitative-performing, constructive and creative.

Imitative-performing tasks are performed by children in accordance with the model. In speech therapy work, a large place is occupied by practical exercises (breathing, vocal, articulatory, developing general, manual motor skills). At the initial stages of assimilation, demonstration of actions is used, and during repetitions, as the method of action is mastered, the visual demonstration is increasingly “collapsed” and replaced by verbal designation. Thus, the implementation of articulatory exercises is initially carried out according to a visual demonstration, based on the visual perception of the tasks performed by the speech therapist; in the future they are only called.

In speech therapy work, various types of construction are used. For example, when eliminating optical dysgraphia, children are taught to construct letters from elements, from one letter to another.

Speech exercises are also used in speech therapy work. An example of this is the repetition of words with assigned sounds when correcting problems with sound pronunciation.

The use of play exercises (for example, imitation of actions: cutting wood, trees swaying in the wind, imitation of the gait of a bear, fox) causes an emotionally positive mood in children and relieves their stress.

Performing any exercises contributes to the formation of practical skills only if the following conditions are met:

the child's awareness of the goal. This depends on the clarity of the task, the use of the correct demonstration of methods of execution, the disaggregation of the demonstration of complex exercises, taking into account the age and mental characteristics of the child; systematicity, which is realized in repeated repetition (in speech therapy classes, outside of them, in class, during extracurricular time using a variety of speech and didactic material and various situations of speech communication); gradual complication of conditions, taking into account the stage of correction of the age and individual psychological characteristics of the child; conscious implementation of practical and verbal actions; independent performance at the final stage of correction (although at the initial stages of correction, exercises can be performed with the help of a speech therapist, with mechanical assistance, etc.); differentiated analysis and assessment of implementation.

Various games are used with preschool children: singing, didactic, active, creative, dramatization. Their use is determined by the tasks and stages of correctional speech therapy work, the nature and structure of the defect, the age and individual mental characteristics of children.

Modeling is the process of creating models and using them to form ideas about the structure of objects, the relationships and connections between the elements of these objects.

The effectiveness of their use depends on the following conditions:

the model must reflect the basic properties of the object and be similar in structure to it;

be accessible to a child of a given age;

should facilitate the process of mastering skills, abilities and knowledge.

Sign-symbolic modeling has become widely used. For example, when forming sound analysis and synthesis, graphic diagrams of the structure of a sentence, the syllabic and sound composition of a word are used.

The use of a model presupposes a certain level of formation of mental operations (analysis, synthesis, comparison, abstraction, generalization).

Visual methods are those forms of assimilation of knowledge, skills and abilities that are significantly dependent on the visual aids and technical teaching aids used in teaching.

The use of manuals facilitates the assimilation of materials and contributes to the formation of sensory prerequisites for the development of speech skills. Reliance on sensory images makes the acquisition of speech skills more specific, accessible, and conscious, and increases the effectiveness of speech therapy work.

Visual methods include observations, looking at drawings, paintings, models, watching filmstrips, films, listening to records, tape recordings, as well as showing a sample task, a method of action, which in some cases act as independent methods.

Observation involves the use of paintings, drawings, articulation profiles, models, as well as showing sound articulation and exercises.

The use of these benefits helps to clarify and expand children's ideas, develop cognitive activity, and creates a favorable emotional background for speech therapy work.

Visual aids should:

be clearly visible to everyone; selected taking into account the age and individual psychological characteristics of the child; meet the objectives of speech therapy work at this stage of correction; be accompanied by precise and specific speech; a verbal description of an object should contribute to the development of analytical-synthetic activity, observation, and speech development.

The use of manuals can pursue various goals: correction of sensory disturbances (ideas about color, shape, size, etc.), development of phonemic perception (in a picture, find objects whose names contain the sound being practiced), development of sound analysis and synthesis (find objects in a story picture, the name of which has 5 sounds), consolidation of the correct pronunciation of sounds, development of vocabulary, grammatical structure, coherent speech (composing a story based on a story picture, a series of story pictures).

Computer technologies and films are used to automate speech sounds during a conversation when retelling content, to develop the skills of fluent speech when eliminating stuttering, and to develop coherent speech.

Features of the use of verbal methods in speech therapy work are determined by the age characteristics of the children, the structure and nature of the speech defect, goals, objectives, and the stage of correctional intervention.

When working with preschool children, verbal methods are combined with practical visual ones. When eliminating dyslalia, stuttering and other speech disorders in preschool age, the speech therapist relies on the use of playful and visual methods with the inclusion of verbal ones.

At school age, it is possible to use only verbal methods without supporting them with visual and practical ones. For example, when eliminating stuttering in children of senior school age, conversations about books read, memorization of poems, retelling of what they read, stories from personal experience, and discussions are used.

The main verbal methods are story, conversation, reading.

A story is a form of teaching in which the presentation is descriptive. It is used to create in children an idea of ​​a particular phenomenon, to evoke positive emotions, to create a model of correct expressive speech, to prepare children for subsequent independent work, to enrich their vocabulary, and to consolidate grammatical forms of speech.

In addition to the story, retelling of fairy tales and literary works is used (short, selective, extended, etc.).

Depending on the didactic tasks, preliminary, final, generalizing conversations are organized. During the preliminary conversation, the speech therapist identifies the children’s knowledge and creates a mindset for mastering a new topic. For example, when differentiating the sounds ts - ev in a preliminary conversation, the sound s is highlighted, then ts, their articulation is clarified based on the children’s experience. Then the sounds are compared and the existing knowledge is generalized. The final conversation is conducted to consolidate and differentiate speech skills.

Based on analysis, synthesis, comparison, generalization, the essential properties of speech and its elements are isolated.

In the inductive form of conversation, facts are first reproduced, analyzed, compared, and then generalized (from particular to general). In the deductive form, a generalization is first given, and then specific facts are found to confirm it.

The use of conversation in speech therapy work must meet the following conditions:

rely on a sufficient amount of ideas, the level of speech skills, and be in the child’s zone of proximal development;

correspond to the logic of the child’s mental activity, take into account the peculiarities of his thinking;

activate children’s mental activity using a variety of techniques, including leading questions;

questions should be clear, precise, requiring an unambiguous answer;

the nature of the conversation must correspond to the goals and objectives of correctional work.

When conducting a conversation, various tasks are set: developing cognitive activity, consolidating correct pronunciation, clarifying the grammatical structure of sentences, consolidating the skills of smooth continuous speech, etc.

In the process of speech therapy, a variety of verbal techniques are also used: showing a sample, explaining, explaining, pedagogical assessment.

Explanation and explanation are included through visual and practical methods. For example, when producing sound, along with the demonstration, the speech therapist uses an explanation of its correct articulation, pays attention to the position of the tongue and lips, and accompanies the demonstration with explanations.

Of great importance in speech therapy work is the pedagogical assessment of the result of completing a task, the method and progress of its implementation. It helps improve the quality of the correction process, stimulates and activates the child’s activity, and helps the formation of self-control and self-esteem.

When assessing a child’s activity, it is necessary to take into account his age and individual psychological characteristics. Unconfident, shy, and acutely aware of their defects should be more often encouraged to show pedagogical tact when assessing their work.

Speech therapy intervention is carried out in the following forms of training: frontal, subgroup, individual lesson, lesson.

According to the nature of their focus, methods of speech therapy work are divided into methods of “direct influence” (for example, influencing articulatory motor skills when eliminating dyslalia) and methods of “bypass paths” (for example, creating new functional connections bypassing the damaged parts of the speech functional system in aphasia).

MAGAZINE Preschooler.RF

Prepared by: teacher - speech therapist Shmidt E.V. Municipal budgetary preschool educational institution "Kindergarten No. 105" Prokopyevsky urban district 2022

“Hands teach the head, then the wiser head teaches the hands, and skillful hands again contribute to the development of the brain” Ivan Petrovich Pavlov

The number of children with oral and written speech disorders is increasing year by year. This is confirmed by statistics. The difficulties of mastering competent written language only worsen with age; the rules of spelling seem more and more difficult and inaccessible to the student every year. Teachers and parents, when faced with an illiterate student, usually accuse him of laziness and reluctance to learn. However, according to T.V. Akhutina, L.S. Tsvetkova, L.V. Semenovich, a child with intact hearing, vision and intelligence can write illiterately due to the immaturity of various parts of the brain due to a violation of any of the functional components of writing: operations on processing auditory, kinesthetic, visual and visuospatial information; serial organization of movements and speech, programming and control of activity, selective activation. The founder of Russian neuropsychology, Alexander Romanovich Luria, noted that higher mental functions arise on the basis of relatively elementary motor and sensory processes.

For example, by developing bodily motor skills in outdoor games, dancing, rhythm classes, and playing musical instruments, the prerequisites are created for the development of such processes as speech and thinking.

Neuropsychology makes it possible to identify the causes of these disorders and try to build that chain of broken connections, intersystem interactions and form the basic functions for learning to read and write.

The methods of neuropsychological examination are presented in more detail in the work of T. V. Akhutina and O. B. Inshakova, “Methods of neuropsychological examination of children 6-9 years old” . According to T.V. Akhutina, using neuropsychological examination methods, it is possible to identify the strengths and weaknesses of a child in a reliable and valid way; predict the extent to which information processing features will influence the development of higher mental functions and learning.

Learning difficulties are caused by partial weakness of individual HMF or their components (Akhutina, 2000). According to N. G. Pylaeva (1998), learning difficulties are caused by the following reasons:

• Difficulty maintaining optimal activity levels.

There is rapid fatigue and inability to follow the teacher’s explanation. Towards the end of written work, the number of errors increases.

• Lagging programming and activity control functions.

Characterized by attention deficit, reduced working memory capacity and difficulty switching, self-organization is the most vulnerable place. The following types of errors are observed in written work:

• omission or insertion of letters, syllables, words
• perseveration of preceding letters, syllables, words
• contamination of two words
• violation of supply boundaries
• spelling mistakes.

That is, everything that relates to dysgraphia caused by a violation of language analysis and synthesis.

• Lag in the development of functions for processing auditory, kinesthetic, visual, visual-spatial information.

The following problems are observed in written works:

• difficulty finding and following the line
• fluctuation in tilt, size of letters, separate writing of letters within a word
• difficulties in memorizing letters and their distortion
• stable specularity of letters
• omission and replacement of vowels
• phonetic letter
• difficulties remembering vocabulary words.

These errors relate to articulatory-acoustic, acoustic and optical dysgraphia.

Since all of the above mentioned teaching problems from the point of view of neuropsychology are closely intertwined with the problems of modern speech therapy, the use of neuropsychological methods and techniques by speech therapists makes it possible to conduct correctional speech therapy work more efficiently. And the speech therapist needs to improve his professional competence.

In the structure of speech therapy classes, I use the following neuropsychological exercises:

• Breathing exercises.

The main task of breathing exercises is to form correct four-phase breathing, which will provide the brain with oxygen even in a situation of stress. The children lean back in their chairs. Inhale – inflate the “ball” , pause – hold your breath, exhale – deflate the “ball” , draw your stomach in, pause – hold your breath. Each phase is the same in duration. You should start with 1 second, work up to 2-3 seconds. You can help your child by placing your hand on his stomach to add counting. As a complication, you can add arm movements - as you inhale, arms up, as you exhale, arms down.

• Exercises to normalize tone.

They are aimed at developing the ability to manage one’s tone, since hypo- or hypertonicity negatively affects the somatic and emotional state of the child. They include relaxation exercises, contrast exercises and tone stimulation exercises.

Relaxation exercises. Children put their heads on the table. Then the speech therapist offers to relax, gives a word-image, for example: cloud, flying carpet, leaf. At this time, it is necessary to touch each child, check whether his body is completely relaxed, and remove the clamps. You can turn on relaxing music. Relaxation exercises should be increased in time from 1 minute to 3-5 minutes. These exercises are a great way to get kids excited about the activity.

Contrast exercises for tone. Necessary for the child to learn to distinguish and create a state of tension and relaxation in his body.

• “Strongmen” - bend over, imagining that you need to lift a heavy barbell, tense your whole body, slowly lift the barbell, hold it above your head, then sharply drop it, relaxing the body. Repeat 2-3 times.
• “Fire and Ice” - on the command “fire” the children begin intense movements with their whole body, on the command “ice” they freeze in the position in which the command caught them, straining their whole body to the limit. Alternate both teams several times.
• Exercises to develop attention.
• "Forbidden Movement" . The speech therapist shows the children various movements. The children repeat them. One of the movements cannot be repeated, the children will miss it.
• "Hunt for Figures" . The child is offered a form with a set of different figures. The child’s task is to cross out all the squares and underline all the circles as quickly as possible.
• “Find and circle the letter . The child is offered a form with a set of different letters. “A” as quickly as possible and circle them.
• “Find and cross out the letter . The child is offered a form with a set of different letters. “C” as quickly as possible and cross them out.
• "Bird, fish, beast." Children stand in a circle. The first child names a bird, but at the same time pretends to be a fish, the next child names a fish, but pretends to be a beast, the next one names an animal, but pretends to be a bird, etc. The one who makes a mistake drops out of the game.
• "Musical Drawing" . Rhythmic music is turned on (modern “club” music ). Instructions: tap a circle or square in rhythm on a drawn sheet of paper placed on the table.
• "Forbidden Word" . Children stand in a circle and take turns repeating after the leader the names of vegetables (colors, cities, numbers, letters, etc.). The name of one vegetable (for example, "cucumber" ) is a taboo word. It cannot be pronounced, but must be clapping your hands instead.
• Exercises to develop interhemispheric interaction.

Interhemispheric interaction is “a special mechanism for uniting the left and right hemispheres of the brain into an integrative holistic system, which is formed in ontogenesis . The development of interhemispheric interaction occurs through exercises in which the left and right sides of the body produce different movements simultaneously.

• “Ear-nose” - at the same time the right hand touches the nose, and the left hand takes the ear. Next we alternate hands. You can make it more difficult by adding cotton between movements.
• “Lezginka” - the child folds his left hand into a fist, puts his thumb to the side, and turns the fist with his fingers towards himself. With the right hand, with a straight palm in a horizontal position, touches the little finger of the left hand. At the same time we change the position of the right and left hands - 6-8 times.
• Writing letters with both hands at the same time (at the stage of differentiation of letters, at the stage of connecting sound with letter)
• coloring with two hands (can be associated with the topic of the lesson)
• writing in the air simultaneously with the right and left hand of different geometric shapes, letters.
• Development of spatial concepts.

It is carried out in four stages:

1. Formation of spatial representations in the diagram of one’s own body. The concepts of right-left, top-bottom, closer-further are practiced;
2. Orientation in space in relation to one’s own body;

• “Robot” - the child portrays a robot to which you can give various commands: step forward, two steps to the left, turn right, etc.
• “Treasure Finders” - the child must find the treasure according to verbal instructions. The treasure can be any object or letter related to the topic of the lesson.

3) Mastering the space between objects without using a body diagram;

• “Stationery seller” - we ask the children to put the notebook in the middle of the desk, put a pencil on top, a ruler to the right of the notebook, etc.
• “Queue” - we invite children to arrange pictures, toys, and letters in a certain sequence.

4) Orientation in the diagram of the person standing opposite.

• “Do as I do” - children stand in pairs facing each other, one of each pair sets a certain pose, for example, right hand on the belt, left hand raised up. The second student from the pair should take the same position.
• Development of auditory and visual perception, memory:
• "The sound hid" . Ask your child to remember the sound you make. Then say several sounds in a row. The child should raise his hand if the desired sound is made.
• "Find the Common Sound" . Ask your child to listen carefully to the words and find the same sound in them.
• “How many sounds are in a word? What is the first, second, last? Say the word. Ask your child to count how many sounds there are.
• "Word by sounds" . Pronounce the word by sound, highlighting each sound clearly. Ask the child what word came out. Switch roles.
• "Syllable series" . Cards with syllables are laid out in a row in front of the child. He is asked to alternately move the cards with his right and left hands according to a given program either downwards, pronouncing the syllable out loud, or up, reading the syllable to himself. Two horizontal rows of syllables are lined up in front of the child: soft and hard. After unfolding, the child first reads one row, then the other, and answers the question of how the syllables of both rows differ.
• "Steps" . Reading syllables, words one step at a time (in a whisper, silently, out loud).

BA - PA BYA - PYA BO - BY BYO - PE BU - PU BYU - PU BYA - PU BE - PE

As children master the exercise, it becomes more complicated by adding subroutines (clap your hands, snap your fingers, stomp your foot).

BA - stomp, PA - slam BO - stomp, PO - slam BU - stomp, PU - slam

The exercises control the coordination of the process of movement and speech, train attention and memory.

• "Merry chain" . Name the word and ask your child to come up with the next one that begins with the last letter of yours. The next stage is to complicate the task.
• "Encrypted Word" . Offer your child a sequence of words from the first sounds of which a new word can be formed.
• "The letter got lost" . The child is asked to identify (name and/or underline) the letter whose replacement changed the meaning of the word.
• "Wordmaster" . From cut cards - letters, a word is laid out for the child. The task is to create as many new words as possible using and moving cards - letters.
• "Arabic writing" . A word is dictated that the child must write backwards.

CURRENT – CAT, ROSE – AZOR, WIND – RETEV.

• "Old Russian writing" . The word is written either only with consonants or with vowels.

MICE M. Sh.,. Y. AND THE ROOF OF THE KR. Sh.,. Y. A

• “Snitch” The child is read words with sounds that are problematic for him, for example with the sound Zh. Only while pronouncing the sound you need to hit the table with a pencil. And the child must spell the word correctly.

Yo (knock) IR, (knock) ABA.

• "Binding" . This exercise is good to use for violations of the lexical and grammatical structure of speech. It is necessary to correctly collect the scattered proverbs.

TO LIVE LIFE – DO NOT GO INTO THE FOREST.

ONE HEAD IS GOOD, BUT TWO CAN’T BE HIDED IN A BAG.

IT IS BETTER TO BE AFRAID OF WOLVES.

SHILOH IS NOT A FIELD TO CROSS.

A large number of exercises presented in the works of T. V. Akhutina, A. V. Semenovich, N. M. Pylaeva, A. E. Soboleva, E. N. Emelyanova can be adapted to speech therapy classes. Since their use increases interest and motivation for classes. Children develop all cognitive functions and their mental state stabilizes.

And the speech therapist gains the opportunity to have a creative approach when planning his classes to achieve a higher level of correctional and speech therapy process. In the works of L. S. Tsvetkova on neuropsychological rehabilitation, it was shown that a unified plot and semantic organization of a lesson dramatically increases its effectiveness. This organization of the lesson was called by L. S. Tsvetkova “the method of introducing into context” . The organizational and plot basis of classes can be very diverse. It all depends on the desire and capabilities of the speech therapist, his readiness to impromptu. Speech therapy classes can be held using: fairy tales; imaginary travels, adventures; specially made manuals - drawings, collages, etc.

Complex correctional influence leads to the formation of a unified functional brain system and ensures the full development of the child’s personality.

Correctional and developmental work with a neuropsychological orientation has three directions:

1. aimed at the formation of basic foundations, prerequisites for cognitive functions;
2. focused on the development and correction of cognitive functions and its components.
3. on the development and restoration of interhemispheric interactions.

Using neuropsychological games and exercises in work, the following tasks are solved:

1. The child learns to feel his body in space.
2. Develops hand-eye coordination (eye-hand, ability to accurately direct movement)
3. The correct interaction of legs and arms is formed.
4. Auditory and visual attention develops.
5. The child learns to perform actions consistently.

Neuropsychologists claim that disruption of interhemispheric interaction is one of the causes of speech, reading and writing deficiencies.

Interhemispheric interaction is a special mechanism for uniting the left and right hemispheres into a single integrative, holistically working system. The development of interhemispheric connections is based on exercises and games, during which both hemispheres of the brain are involved.

One of the options for interhemispheric interaction is working with both hands at the same time, during which both hemispheres are activated, and several skills are formed at once: coordination of hand movements and coordination of eye movements. And if we simultaneously practice the correct pronunciation of sounds, then we also work on the consistency of the language.

Advantages of using neurogames:

• game form of education;
• emotional appeal;
• multifunctionality;
• automation of sounds in combination with physical activity, rather than static performance of tasks only at the table;
• formation of persistent motivation and voluntary cognitive interests;
• formation of partnership between child and teacher;
• intensifying work with parents, increasing the competence of parents in the correctional and developmental process.

Such exercises are useful for both children and adults.

“Neurotables for attention”

In these games you need to simultaneously find identical objects on the left and right with both hands. Objects can be completely different: wild and domestic animals, numbers, numbers, Russian and English alphabet, etc. You can completely change the images according to your pedagogical needs. You can play with the whole group at speed. You can divide into teams or teach children to play together. You can also play this game alone.

The game “Connect the dots” , the goal of which is to connect the upper and lower dots along the dotted lines from the edge to the middle or vice versa, and a complicated version (without them, then you need to call the resulting combination with an automated sound. For example: Sava has a cactus, and Alice has a bag.

To develop interhemispheric connections, it is useful to play with special simulators (interhemispheric boards). This device is made of wood and looks like two mirrored labyrinths. The child needs to move two sliders at the same time. This game stimulates both hemispheres of the brain, affects the synchronization of the eyes and hands, and also develops concentration, perseverance, attentiveness and fine motor skills.

A similar game is "Smart Tracks" , where you also need to simultaneously move the fingers of both hands along the track.

"Cheerful fingers" . Here the child names the picture and raises his finger with the desired color. First we play with one picture for two hands, and then we use different pictures for each hand.

“Find the same number”.

Numbers cut out of different materials are laid out in front of the child: wood, fabric and others. He needs to find the same numbers.

“Find out the number by touch”.

The cut out numbers are placed in a bag, the child puts his hand into it and looks for the suggested number.

"Make a figure".

The child is asked to put together a geometric figure from several parts: a square, a circle, a rectangle.

"Big, small, medium".

Objects of different sizes are laid out in front of the child, and he is asked to arrange them into three piles according to size.

Mirror drawing.

The child is given the drawing upside down. The drawing can be of any kind, of different levels of complexity, depending on the age of the child. It is desirable that there are many small details present. The child needs to look carefully at the drawing and draw the same one, but not upside down.

It is also possible to use kinesiological exercises. “Kinesiological” exercises are aimed at developing general motor coordination, the formation of large friendly movements of both arms and legs, the development of coordination of arms and legs, the development of gross motor skills, the development of interhemispheric connections in exercises for the development of fine motor skills of the hands, and the simultaneous use of speech and movements.

“Ear-nose” , where the child holds the tip of the nose with his left hand, and the earlobe with his right hand. When you clap, the child changes hand positions. This exercise must be performed while standing on a balance board.

"Flower"

Fold your fingers into a “flower” , alternately lower 2 “petals” (fingers of your hand, alternating petals. Make it more difficult by simultaneously performing with both hands synchronously.

"Goat-cow"

Alternately change the position of the fingers of both hands from “goat” (index and middle fingers are not bent into a fist) to “cow”

“I’m silent - I whisper - I scream”

You should come up with signs that indicate what exactly needs to be done: be silent, whisper or shout and show them to the child. He must react accordingly.

"Touch"

To play, you will need objects made from various materials: glass, wood, fur, etc. They should be placed on the table near the child, and he should be blindfolded. Offer to determine what exactly the object is in his hands.

Introduction of neurogames into the system of correctional work

on speech development in children with SLI.

Exercises I use when working with children:

• Exercises that raise the tone of the cerebral cortex (breathing exercises, self-massage).
• Grab your earlobes and pull them down. Grasping the tops of the ears, pull them up. Grasping the middle part of the ears, pull them forward, then back and to the sides.
• Using the index and middle fingers of both hands, simultaneously “draw” circles along the contour of the cheeks (massaging in a circular motion).
• Using your index and middle fingers, “draw” glasses around your eyes (your eyes should be open at this time).
• "Energetic Yawn" . Relieves tension from the muscles of the face, eyes, mouth, and neck. The functions of the vocal cords improve, speech becomes clearer. Open your mouth wide and try to yawn, while pressing with your fingertips on the tense joint connecting the upper and lower jaws.
• Exercises that improve the ability to receive and process information (cross-type movements aimed at developing the corpus callosum of the brain).
• Game “Sound Path” You need to follow exactly the footsteps. If the sound symbol [A] is drawn on the footprint, you need to step on it with your right foot. If the sound symbol [U] is drawn on the footprint, you need to step with your left foot. (you can take symbols of other sounds; in the senior and preparatory groups you can use letters).
• "Arrange the apples . If the name of the picture has the sound [A], you need to put it in the right basket. If the sound is [U] - to the left. (children one by one approach the apple tree, pick an apple and answer: - This is a BOW. This word has the sound [U]. I’ll put it in the left basket, etc.) You can take pictures to differentiate any sounds.
• "Cross Steps" . You need to walk through a swamp, so you need to walk with your feet high. Children walk along the path making multidirectional movements: with the elbow of their left hand touching the knee of their right leg and vice versa.
• "Slam, stomp . You need to clap and stamp as many times as the sounds the child hears. For the sound [A] - clap, for the sound [U] - stomp. (accompanied by a visual reference - cards on which the task is depicted with symbols.

A U A (clap, clap, clap) U A A (tap, clap, clap)

You can take symbols of other sounds; in the senior and preparatory groups you can use letters.

• "Magic Path" . To walk along the path you need to carefully look at what symbols are depicted on it. If the sound symbol is [A], you need to step with your right foot, if the sound symbol is [U], you need to step with your left foot. (you can take symbols of other sounds; in the senior and preparatory groups you can use letters)
• “Sorting” If you hear a vowel sound, put the red ball in the right basket, if you hear a consonant sound, put the blue ball in the left basket.
• “Whose picture?” . The child takes out one picture from the bean pool and places it next to a specific sound symbol. For example: if there is a sound [L] in a word, we put it with our right hand, if there is a sound [R] in the word, we put it with our left hand.
• "Fishing" . The cards need to be turned face down. If in a word the sound “Y” is in the middle of the word, we put the picture to the left house. If in a word the sound “Y” is at the end of the word, we put it to the right house.
• “Magic Sandbox” Automation of sound in forward and backward syllables. The child, pronouncing syllables, traces the path with his left hand in reverse syllables, with his right hand in forward syllables.
• “Whose sound?” Option 1. The child needs to identify by ear (in a series of sounds, syllables, words) the sounds [P] or [L] and lay out a pebble that matches the model. If you hear the sound [R], you need to put the yellow pebble with your right hand. If you hear the sound [L], you need to put the green pebble with your left hand.
• “Whose sound?” Option 2. The child needs to identify by ear (in a series of sounds, syllables, words) the sounds [P] or [L] and lay out a chip that matches the sample (chips are laid out in a row one by one, in accordance with the sound heard). If the child hears the sound [P], you need to place the purple chip with your right hand. If you hear the sound [L], you need to place the yellow chip with your left hand.
• "Tell and show" . The child repeats the words shown in the pictures one by one, performing appropriate movements with his hands. Used to automate or differentiate different sounds.
• “Say and show with the right hand” Used to differentiate oppositional sounds. The child one by one repeats the words depicted in the pictures, performing appropriate movements with his hands (if the word has the sound [S], the movement is performed with the right hand, if the word has the sound [Ш], the movement is performed with the left hand).
• “Magic wands” The child repeats one by one the words depicted in the pictures, pointing at it with the corresponding wand (at the picture with the sound [ZH] - a green wand, at the picture with the sound [W] with a pink wand).
• “Where is the sound hidden?” The child needs to determine the position of a given sound in a word and mark it with a pebble that matches the pattern.
• "Guess who?" The game is used to differentiate 3rd person personal pronouns. The child names the words shown in the pictures one by one (in response to a certain automated sound). Then determines the masculine or feminine gender of nouns, indicating the desired color with a pebble (if feminine, puts a pink pebble with the right hand, if masculine, puts a blue pebble with the left hand).
• "Fishing" . The cards need to be turned face down. If in a word the sound “Y” is in the middle of the word, we put the picture to the left house. If in a word the sound “Y” is at the end of the word, we put it to the right house.
• “Magic Sandbox” Automation of sound in forward and backward syllables. The child, pronouncing syllables, traces the path with his left hand in reverse syllables, with his right hand in forward syllables.
• “Confusion” You need to put your right palm on your head, your left palm on your stomach. Then stroke the head from the crown to the face, and stroke the stomach in a circular motion, accompanied by pronouncing the speech material.
• “Nose-ear” We hold the right ear with our left hand, the nose with the right hand, then clap and change position: with the right hand - for the left ear, with the left hand - for the nose, while pronouncing sounds, syllables or words to automate the sounds.
• Exercises that improve control and regulation of activity (rhythmic changes in hand positions).
• "Ring" . Take turns and move the fingers of both hands as quickly as possible, connecting them into a ring with the thumb. The right hand is from the index finger to the little finger, and the left hand is from the little finger to the index finger while pronouncing sounds, syllables or words to automate the sounds. Repeat the exercise in forward and reverse order.
• “Lanterns” - we put bracelets on children’s hands with images of the symbols of the sounds [A], [U]. We put the bracelet with the sound symbol [A] on the right hand, and the bracelet with the sound symbol [U] on the left hand. If you hear the sound [A], light the right flashlight (open your right palm), if you hear the sound [U], light the left flashlight (open your left palm).
• "Toad" . Place your hands on the table or on your knees. One hand is clenched into a fist, the palm of the other hand lies on the plane of the table or on the knees. Task: simultaneously and purposefully change the positions of the hands while pronouncing sounds, syllables or words to automate the sounds.
• “A worm in an apple” Children show two fists (apples), on the right fist they put their thumb up (this is a worm), then with a clap they change, now on the left fist they put the thumb up, and on the right one they remove it. It is forbidden. For two worms to meet. Can be accompanied by a poem:

Worm road from top to bottom

He gnawed through a huge apple.

Or by pronouncing speech material to automate any sound.

• “Fist - palm” Children show the stove with their hands: the right arm is bent at the elbow in front of them, at chest level, the palm is straightened. The left arm is bent at the elbow and raised up, perpendicular to the right arm, palm clenched into a fist. With a clap we change hands. There should always be a fist at the top and a palm at the bottom.

There's a big one in the clearing

There is a stove with a chimney.

Or by pronouncing speech material to automate any sound.

• "Cat" . The fingertips of the left hand are pressed to the top of the palm. The fingers of the right hand are straightened, spread apart and tense. You should take turns changing the positions of your hands - releasing and hiding your “claws” while pronouncing sounds, syllables or words to automate the sounds.
• "Mirror Drawing" . Promotes synchronization of the hemispheres, perception of information, improves memorization of information. Starting position: on the board or on a blank piece of paper, taking a pencil or felt-tip pen in both hands, at the same time draw mirror-symmetrical drawings, letters while pronouncing sounds, syllables or words to automate the sounds.
• “Hammer-saw” (the exercise is performed either on a table or on your knees) With your left hand you seem to be sawing with a saw, with your right hand at the same time “hammering nails” while pronouncing sounds, syllables or words to automate the sounds.
• “Crossings” - standing. The right hand is on the belt, the left hand at this time is on the right shoulder, then we change the position: the left hand is on the belt, the right hand is on the left shoulder, accompanied by pronouncing the speech material.
• "Helicopter" . The right hand moves away from itself, the right hand moves towards itself. By clapping, we change the direction of hand movement, pronouncing sounds, syllables or words to automate the sounds.

To summarize, it should be noted that the regular use of neurogames in speech therapy work has a positive effect on the correctional learning process, the development of intelligence, and the improvement of the physical, mental, emotional health and social adaptation of children. In addition, the use of neurogames reduces the level of fatigue and increases the ability for voluntary control, which in turn contributes to the fastest process of correcting speech development deficiencies in preschoolers with SLI.

Literature:

1. Brain Jim "Brain Gymnastics"
2. Nazarevskaya T.N. “Sound neuroexercises. 24 signs"
3. Nazarevskaya T.N. "Watch and repeat" . 45 cards for brain development.
4. Tryasorukova T.P. “Development of interhemispheric interaction in children: neurodynamic gymnastics”
5. Paul and Gail Dennison Brain Gym . A book for teachers and parents.

Internet sources:

1. Striy Katerina channel Brain UP https: //www. youtube. com/channel/UCSkyaMqCTyZRfYOEXv7EGrw
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Theoretical foundations of speech therapy. Principles and methods of speech therapy

Speech therapy is based on the following basic principles: systematicity, complexity, development principle, consideration of speech disorders in connection with other aspects of the child’s mental development, activity approach, ontogenetic principle, principle of taking into account etiology and mechanisms (etiopathogenetic principle), principle of taking into account the symptoms of the disorder and the structure of the speech defect , the principle of a workaround, general didactic and other principles.
Let's look at some of them. The principle of systematicity is based on the idea of ​​speech as a complex functional system, the structural components of which are in close interaction. In this regard, the study of speech, the process of its development and correction of disorders involves influencing all components, all aspects of the speech functional system.

For a speech therapy conclusion, for the differential diagnosis of similar forms of speech disorders , a correlation analysis of speech and non-speech symptoms, data from a medical, psychological, speech therapy examination, correlation of the levels of development of cognitive activity and speech, the state of speech and the characteristics of the sensorimotor development of the child are necessary.

Speech disorders in many cases are included in the syndrome of nervous and neuropsychiatric diseases (for example, dysarthria, alalia, stuttering, etc.). Elimination of speech disorders in these cases should be comprehensive, medical, psychological and pedagogical in nature. , the principle of complexity is important . In the process of studying speech disorders and their correction, it is important to take into account the general and specific patterns of development of abnormal children.

The principle of development involves identifying in the process of speech therapy work those tasks, difficulties, and stages that are in the zone of proximal development of the child. The study of children with speech disorders, as well as the organization of speech therapy work with them, is carried out taking into account the child’s leading activities (subject-practical, playful, educational).

The development of a methodology for correctional speech therapy is carried out taking into account the sequence of appearance of the forms and functions of speech, as well as the types of activities of the child in ontogenesis ( ontogenetic principle ).

The occurrence of speech disorders in many cases is due to a complex interaction of biological and social factors. For successful speech therapy correction of speech disorders, it is of great importance to establish in each individual case the etiology, mechanisms, symptoms of the disorder, identification of leading disorders, and the relationship between speech and non-speech symptoms in the structure of the defect.

In the process of compensating for impaired speech and non-speech functions and restructuring the activity of functional systems, the principle of a workaround is used, i.e., the formation of a new functional system bypassing the affected link. An important place in the study and correction of speech disorders is occupied by didactic principles : clarity, accessibility, awareness, individual approach, etc.

The methods of speech therapy as a science can be divided into several groups. The first group is organizational methods: comparative, longitudinal (study over time), complex.

The second group consists of empirical methods: observational (observation), experimental (laboratory, natural, formative or psychological-pedagogical experiment), psychodiagnostic (tests, standardized and projective, questionnaires, conversations, interviews), praximetric examples of activity analysis, including speech activities, biographical (collection and analysis of anamnestic data).

The third group includes quantitative (mathematical-statistical) and qualitative analysis of the data obtained; machine data processing using a computer is used.

The fourth group is interpretive methods, methods of theoretical study of connections between the phenomena being studied (the connection between parts and the whole, between individual parameters and the phenomenon as a whole, between functions and personality, etc.).

Technical means are widely used to ensure the objectivity of the study: intonographs, spectographs, nasometers, video speech, phonographs, spirometers and other equipment, as well as X-ray cine photography, glottography, cinematography, electromyography, which make it possible to study the dynamics of integral speech activity and its individual components.