Long-term plan for speech therapy work with children of the preparatory group. calendar and thematic planning for speech therapy (preparatory group) on the topic

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Long-term plan for speech therapy work with children in the preparatory group.

2017 – 2022 academic year

Speech therapist teacher: Sazanova A.A.

Brief explanatory note.

This plan has been drawn up in accordance with the programs of T.B. Filicheva, G.V. Chirkina, T.V. Tumanova.

“Program of speech therapy work to overcome phonetic-phonemic underdevelopment in children” and

“Program of speech therapy work to overcome general speech underdevelopment.”

An analysis of the current situation in the system of education and training of preschool children has shown that the number of children with speech development disorders is steadily growing. These children constitute the main risk group for school failure, especially when mastering writing and reading. The main reason is the insufficient development of the processes of sound-letter analysis and synthesis. Sound-letter analysis is based on clear, stable and fairly differentiated ideas about the sound composition of a word. The process of mastering the sound composition of a word, in turn, is closely related to the formation of auditory motor interaction, which is expressed in the correct articulation of sounds and their subtle differentiation by ear. The prerequisites for successful learning to write and read are formed in preschool age. It has been established that the age of the fifth year of life is optimal for the education of a special, higher form of phonemic hearing - phonemic perception and orienting activity of the child in sound reality.

Training children in correctional and developmental programs allows not only to completely eliminate speech disorders, but also to form an oral-speech basis for mastering the elements of writing and reading in the preschool period. Timely and personality-oriented impact on the disturbed parts of the speech function allows you to return the child to the ontogenetic path of development. This is a necessary condition for the full integration of preschool children with FFND and OHP into the environment of normally developing peers.

Thus, the goal of the program is to overcome level III FFND and OHP, prepare children for successful schooling and create a motivated need for speech as a means of communication and self-expression.

Program objectives:

• eliminate phonetic-phonemic insufficiency;
• develop skills in sound analysis and synthesis;
• eliminate deficiencies in the development of the lexical and grammatical structure of speech;
• prevent writing and reading disorders;
• develop in children the skill of productive learning activities.

The total duration of the course of classes in a preschool speech center depends on the individual characteristics of the children and is, as a rule, 4-6 months for children with phonetic speech impairment and 12 months for children with phonetic-phonemic underdevelopment of speech and NVONR, and up to 1.5 — 2 years for those with Level III ODP.

Correctional and developmental work is designed for 29 weeks and is divided into 3 periods. During all periods of study, individual lessons and lessons are conducted in microgroups (2 people each), taking into account the methodological recommendations of T.A. Tkachenko, O.I. Krupenchuk and N.V. Durova.

The frequency of individual lessons and lessons in microgroups depends on the individual needs of each child, the group of impaired sounds and the stage of work on sound, and averages 2 - 3 times a week. The composition of microgroups is flexible and changes at the discretion of the speech therapist.

Directions of correctional and developmental work:

• formation of full-fledged pronunciation skills;
• development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;
• development of attention to the morphological composition of words and changes in words and their combinations in a sentence;
• enriching the dictionary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;
• developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;
• development of coherent speech in the process of working on retelling, with the formulation of a certain correctional task for the automation in speech of phonemes specified in pronunciation;
• formation of preparation for teaching literacy and mastering the elements of literacy.

Correctional work, designed for 29 weeks, can be divided into 3 periods:

• The first training period is October, November.
• The second training period is December, January, February.
• The third training period is March, April, May.

List of benefits used

1. Krupenchuk O.I. Teach me to speak correctly! A comprehensive methodology for preparing a child for school. - St. Petersburg: Litera Publishing House, 2001.
2. Vorobyova T. A., Krupenchuk O. I. Speech therapy exercises: Articulation gymnastics. - St. Petersburg: Litera Publishing House, 2004.
3. Krupenchuk O.I. Learning letters. - St. Petersburg: Litera Publishing House, 2009.
4. Durova I.V. Thematic picture dictionary “The World of Plants and Mushrooms.” - St. Petersburg: “School Book”, 2012.
5. Durova I.V. Thematic picture dictionary “Animal World”. - St. Petersburg: “School Book”, 2012.
6. Durova I.V. Thematic picture dictionary “Human World”. - St. Petersburg: “School Book”, 2012.

On Mondays

1. Consultative work with employees.
2. Individual lessons with children (reinforcing the material covered on the topic).
3. Consultations for parents.

First period of study: October, November

The content of correctional education includes:

1. Development of general speech skills.

1. With children of the second year of study, continue to work on the development of speech breathing.
2. With newly admitted children, begin work on developing correct speech breathing.
3. Continue to work on developing correct voice delivery and fluency of speech.
4. Teach children to observe vocal mode, not to force the voice or scream.
5. Teach children to arbitrarily change the strength of their voice: speak softer, louder, louder, softer, whisper.

1. Articulation gymnastics.

1. To develop the mobility of the organs of the articulatory apparatus with the help of static and dynamic exercises of articulatory gymnastics.
2. Prepare the organs of the articulatory apparatus for the correct pronunciation of sounds.
3. Develop facial muscles.

1. Sound pronunciation.

1. Strengthen the skills of clear pronunciation of sounds already present in children’s speech.
2. Form the correct pronunciation of sounds and begin their automation in newly admitted children.
3. Continue automating the correct pronunciation of speech sounds in children who attended a speech therapy group.

1. Work on the syllabic structure of the word.

1. Perception and reproduction of non-speech rhythmic contours (clapping, tapping, speech with movement, etc.).
2. Dividing words into parts (syllables) based on visual cues (chips, cards).
3. Pronunciation of words available by syllabic class. Practice pronouncing polysyllabic words.

1. Development of phonemic representations.

1. To consolidate children's knowledge of vowels and consonants and their characteristics. Exercise children in distinguishing vowels and consonants, in selecting words for given vowels and consonants.
2. Reinforce ideas about the hardness of consonant sounds. Introduce children to soft consonant sounds. Practice differentiating sounds by hardness and softness.
3. Strengthen the ability to isolate sounds from words. Exercise children in isolating sounds from words.
4. Strengthen the ability to analyze and synthesize words like poppy, wasp, forest.
5. Learn to analyze and synthesize words like mother, elephant, bridge, fox, leaf.

1. Preparing for literacy.

1. Form a correct idea of ​​the difference between sounds and letters.
2. Introduce children to new letters.
3. Exercise children in laying out new letters from sticks and in printing letters.
4. Teach children to print and read syllables and words with new letters.
5. Teach children to solve puzzles and crosswords.
6. Strengthen the ability to transform letters, distinguish between correctly and incorrectly printed letters, and complete unfinished letters.

1. Vocabulary.

Lexical topics.

1. Systematize children's knowledge about mushrooms, vegetables, fruits, berries, wild animals, autumn, autumn natural phenomena. Introduce children to the periods of autumn (early, golden, late) and the autumn months. Reinforce your knowledge of tree names.
2. Clarify the concepts of “vegetables” and “fruits”. Expand ideas about the work of adults in vegetable gardens, orchards, and fields in the fall. Reinforce knowledge of the names of primary colors and their shades.
3. Systematize children's ideas about the diversity of migratory birds.
4. To consolidate and expand children's knowledge about migratory and wintering birds and their behavior in the fall.
5. Expand children's understanding of the diversity of plants in the autumn forest, clarify knowledge about mushrooms and wild berries.
6. Systematize children's ideas about the habitats of wild animals. Expand and deepen your understanding of preparing them for winter.
7. Clarify and expand ideas about autumn clothing, shoes, hats and the materials from which they are made.
8. To form an idea about the work of people in rural areas, about the benefits of their work.
9. Enter nouns, adjectives and verbs on these lexical topics into the active dictionary. Develop the variability of vocabulary, contribute to the formation of accuracy of the semantic meaning of words and expressions, including figurative, abstract, etc.
10. Develop understanding and ability to explain the meaning of set expressions; explain the meaning of words based on their word-formation structure, activate word-formation processes.

1. Development of grammatical structure of speech.

1. To improve children’s ability to form and use singular and plural nouns in speech (topics: “Mushrooms”, “Vegetables”, “Fruits”, “Berry. Homemade preparations”, “Autumn. Trees. Autumn clothes”, “Wild animals”, "Migratory birds".
2. Continue work on learning to coordinate adjectives with nouns, on the practical use of relative and possessive adjectives in speech (on the indicated topics).
3. Strengthen the ability to correctly use simple prepositions in speech, clarify the understanding of their meanings and begin to develop in children the ability to use complex prepositions from under, because of.
4. Clarify children’s understanding of the meanings of verbs with various prefixes (dig, feed, bend, tie, etc.) and begin to teach how to form prefixed verbs, as well as consolidate them in speech.
5. Improve the ability to coordinate the numerals two and five with nouns (on the specified topics).
6. Work on correcting agrammatisms in children’s speech.

1. Teaching coherent speech.

1. To develop in children the desire to discuss what they see, talk about their experiences and impressions.
2. Continue to teach children to make sentences based on pictures (from pictures, a series of pictures), to teach how to extend a sentence using secondary members of the sentence.
3. Strengthen the ability to compose descriptive stories about objects based on the material of the lexical topics covered.
4. Learn to ask questions correctly. Stimulate not only cognitive interest, but also cognitive communication.
5. Improve the skill of retelling short texts, develop speech hearing.
6. Improve the skill of writing stories based on pictures (from pictures, from a series of pictures).
7. Work on improving the processes of attention, memory, operations of analysis, synthesis, comparison, generalization and classification.
8. Learn to establish cause-and-effect relationships, develop verbal and logical thinking.

X. Development of spatial, temporal and elementary mathematical concepts.

1. Clarify ideas about spatial relationships expressed by prepositions in, on, under, for, etc.
2. Practice comparing objects by length, width, height, thickness, classifying and combining them according to 3-4 characteristics.
3. Exercise the ability to navigate on a plane and in space. Learn to actively use words up, down, left, right.
4. Clarify and expand ideas about temporary relationships. Introduce the concept of “days of the week” and the names of the days of the week into the active dictionary.
5. Exercise children in the use of various prepositional-case constructions.
6. Learn to accurately select verbs of motion with prefixes of spatial meaning (went in, left, moved, moved away, left).

Long-term planning of the work of a speech therapist in a preparatory school group.

Anna Antonova

Long-term planning of the work of a speech therapist in a preparatory school group.

Stage I of work.

1. Development of general speech skills.

1. Develop clear, coordinated movements of the organs of the speech apparatus.

2. Teach short and silent inhalation, calm and smooth exhalation.

3. Form diaphragmatic breathing.

4. Form a soft attack of the voice. Develop the ability to use a loud and quiet voice.

5. Develop the timbre coloring of the voice, pitch.

6. Develop clear diction and intonation expressiveness of speech.

2. Sound pronunciation.

1. Clarify the pronunciation of vowels and consonants.

2. Form correct pronunciation and automate sounds.

3. Development of phonemic analysis, synthesis, ideas.

1. Develop auditory attention on the material of non-speech and speech sounds.

2. Consolidate knowledge about vowels and consonants and their characteristics.

3. Practice distinguishing between vowels and consonants and selecting words for given vowels and consonants.

4. Strengthen ideas about hardness-softness, deafness-voice of consonant sounds.

5. Practice differentiating consonant sounds by hardness–softness, deafness–voice.

6. Strengthen the ability to isolate sounds from words. Practice isolating sounds from words.

7. Strengthen the ability to analyze and synthesize sound combinations of 2-3 vowel sounds.

8. Strengthen the ability to isolate consonant sounds from a word (beginning, middle, end).

9. Strengthen the ability to conduct a complete phonemic analysis and synthesis of two-syllable words with closed and open syllables, with studied sounds with and without support on the diagram.

4. Development of the lexical side of speech.

Lexical topics: September: 1-2 weeks: diagnostic examination.

Week 3: The street where the kindergarten is located. Public buildings of the city.

Week 4: My family. Our house.

October: 1 week: Beginning of autumn. Changes in the life of plants and animals in autumn.

Week 2: Garden flowers. Item color: yellow, red, blue; concepts of top - bottom, right - left, front - back.

Week 3: Autumn. Item color: yellow, red, blue; concepts of top - bottom, right - left.

Week 4: Our kindergarten, our group. Trees and shrubs of the garden.

Week 5: General concepts: fruits, berries. Vegetable garden plants.

November: 1 week: General concepts: vegetables, fruits, berries. General concepts: vegetables, fruits, berries.

Week 2: Late autumn. Item color: orange, yellow, red; concepts of top - bottom, left - right, top - bottom, front - back.

Week 3: Professions of workers in kindergarten. Professions of workers in kindergarten.

Week 4: Construction and construction professions. Item color: yellow, red, orange.

5. Development of the grammatical structure of speech.

1. Improve the ability to form and use nominative case nouns in the singular and plural in speech.

2. Clarify the understanding of the meanings of verbs with various prefixes and begin to teach them their education and practical use.

3. Strengthen the ability to correctly use simple prepositions in speech (IN, ON, UNDER, FROM, TO, OT), clarify the understanding of their meanings.

4. Improve the ability to form perfect and imperfect verbs.

5. Improve the ability to form and use nouns in the dative plural in speech.

6. Improve the ability to coordinate nouns with pronouns OUR, OUR, OUR.

7. Improve the ability to form and use nouns in the instrumental plural in speech.

6. Development of coherent speech.

1. Develop a desire to discuss what you see, talk about experiences and impressions.

2. Continue teaching how to make sentences based on pictures, and teach how to distribute sentences.

3. Strengthen the ability to compose descriptive stories about objects based on the material of the lexical topics covered.

4. Learn to ask questions and answer them with complete answers.

5. Learn to compose sentences including several definitions and combine them into a story.

6. Improve the skill of retelling short texts (using a series of plot pictures, using reference signals).

7. Learn dialogical speech.

Stage II of work.

1. Development of general speech skills.

1. Develop clear, coordinated movements of the organs of the speech apparatus.

2. Continue to work on developing proper speech breathing.

3. Improve the ability to arbitrarily change the strength, pitch and timbre of the voice.

4. Improve your voice skills with a soft attack of the voice, at a calm pace.

5. Develop the ability to use a loud and quiet voice.

6. Continue to work on clarity of diction and intonation expressiveness of speech.

2. Sound pronunciation.

1. Continue working on the production of incorrectly pronounced and missing sounds in speech.

2. Continue working on automation and differentiation of delivered sounds.

3. Development of phonemic analysis, synthesis, ideas.

1. Strengthen the ability to select words for a given sound.

2. Practice distinguishing hard - soft, voiceless - voiced consonants in a series of sounds, syllables, words, in a sentence.

3. Improve the ability to isolate a given sound from a word.

4. Strengthen the ability to conduct a complete phonemic analysis and synthesis of words with studied sounds.

5. Learn to analyze one-, two- and three-syllable words with and without support from a diagram.

6. Learn to transform words by replacing or adding sound.

7. Learn to divide words into syllables.

8. Introduce the concept of “sentence”, drawing up a graphic diagram of a sentence.

4. Development of the lexical side of speech.

Lexical topics:

December: 1 week: Winter. Coniferous and deciduous trees and shrubs in winter.

Week 2: Clothes. Shoes.

Week 3: Color of objects: yellow, blue, green. Item color: purple; concepts under, above, inside, outside, around.

Week 4: Living conditions of wild animals (compared to the life of domestic animals). Wintering birds.

Week 5: New Year in the family. Item color: black, white, brown.

January: Week 3: diagnostic examination.

Week 4: Wild animals. Pets.

February: Week 1: Poultry. Urban ground transport.

Week 2: Our country is the Russian Federation. Moscow is capital of Russia.

Week 3: vacation.

Week 4: Transport by water and air. Rail transport.

5. Development of the grammatical structure of speech.

1. Strengthen the ability to correctly use simple prepositions in speech (S, CO, clarify the understanding of their meanings.

2. Continue work on teaching the practical use of relative adjectives in speech.

3. Improve the ability to form and use nouns in the prepositional plural in speech.

4. Continue work on teaching the agreement of numerals with nouns in the genitive case.

5. Continue work on teaching the agreement of numerals with nouns in the dative case.

6. Continue work on teaching the agreement of numerals with nouns in the instrumental case.

7. Continue work on teaching the agreement of numerals with nouns in the prepositional case.

8. Improve the ability to form and use nouns in the genitive plural in speech.

9. Continue work on the practical use of possessive adjectives in speech.

10. Learn to select, form and use related words in speech.

6. Development of coherent speech.

1. Continue to develop the desire to discuss what you see, talk about your experiences and impressions.

2. Continue teaching how to make sentences based on pictures, and teach how to distribute sentences.

3. Strengthen the ability to compose descriptive stories about objects based on the material of the lexical topics covered.

4. Learn to ask questions and answer them with complete answers.

5. Improve the skill of retelling short texts using reference signals.

6. Improve the ability to compose stories (with elements of creativity) based on a series of plot paintings.

7. Continue to teach dialogic speech.

Stage III of work.

1. Development of general speech skills.

1. Continue working on developing clear, coordinated movements of the organs of the speech apparatus.

2. Continue working on speech breathing. Develop the duration of speech exhalation.

3. Continue working on the tempo and rhythm of speech; clarity of diction, intonation expressiveness of speech.

4. Improve the sonority and mobility of the voice.

2. Sound pronunciation.

1. Continue working on the production of incorrectly pronounced and missing sounds in speech.

2. Continue working on automation and differentiation of delivered sounds.

3. Development of phonemic analysis, synthesis, ideas.

1. Practice selecting words for a given sound, distinguishing between hard and soft, voiceless and voiced consonants, and isolating sounds from words.

2. Strengthen the ability to conduct a complete sound analysis of words with the studied sounds.

3. Strengthen the skills of syllabic analysis of words and sentence analysis.

4. Strengthen the skills of dividing words into syllables.

5. Strengthen the skills of isolating and marking a stressed vowel.

4. Development of the lexical side of speech.

Lexical topics:

March: Week 1: March 8 – International Women's Day. Plants in a group room.

Week 2: Spring. Animals in spring.

Week 3: Migratory birds. Machines that make people's work easier in the field.

Week 4: The main distinctive signs of spring. The work of people in the field, in the garden, in the vegetable garden.

April: 1 week: Trees and shrubs on the kindergarten site. General lesson “Do you know colors?”

Week 2: Insects. Fish.

Week 3: Toys in the group. Dishes.

Week 4: Furniture in the house. Household appliances in our house.

Week 5: Color, shape, size of objects. Shape of objects: circle and oval.

May: 1 week: General concepts: domestic and wild animals, birds, fish, insects. Comparison of objects by size, concepts of behind, before, between.

Week 2: May 9 - Victory Day. Greening the city: parks, squares. Nature conservation in the city.

Week 3: Distinctive features of summer compared to spring. Color, shape, size of objects.

4-5 weeks: diagnostic examination.

5. Development of the grammatical structure of speech.

1. Continue to teach how to select, form and use related words in speech.

2. To consolidate the ability to correctly use simple and complex prepositions OVER, FROM-UNDER, BECAUSE of in speech, to clarify the understanding of their meanings.

3. Clarify the understanding of the meanings of verbs with various prefixes, their formation and practical use.

4. Reinforce the correct agreement of adjectives, numerals and nouns.

5. Give the concept of indeclinable nouns.

6. Development of coherent speech.

1. Continue to develop the desire to discuss what you see, talk about your experiences and impressions.

2. Continue teaching how to make sentences based on pictures, and teach how to distribute sentences.

3. Learn to ask questions and answer them with complete answers.

4. Strengthen the ability to compose descriptive stories about objects based on the material of the lexical topics covered.

5. Improve the ability to compose stories (with elements of creativity) based on one plot picture.

6. Improve the ability to write descriptive stories using diagrams.

7. Learn to compose and use complex sentences with the conjunction A in speech.

8. Learn to use complex sentences with the conjunction BECAUSE in speech.

9. Teach creative storytelling.

10. Continue to teach dialogic speech.

The second training period is December, January, February.

The content of correctional education includes:

1. Development of general speech skills.

1. Continue to work on developing proper speech breathing in children.
2. To improve children's ability to voluntarily change the strength, pitch and timbre of their voice.
3. Improve your voice skills with a soft attack, at a calm pace.
4. Continue to work on clarity of diction and intonation expressiveness of speech.
5. Build expressive reading skills, develop correctness, fluency and awareness (based on short poems chosen by a speech therapist)

1. Articulation gymnastics.

1. Introduce interactive articulation gymnastics-fairy tale.
2. Prepare the organs of the articulatory apparatus for the correct pronunciation of sounds.
3. Develop facial muscles.

1. Sound pronunciation.

1. Continue to work on automating the correct pronunciation of assigned sounds in children.
2. To form the correct pronunciation of sounds in newly admitted children.

1. Work on the syllabic structure of the word.

1. Pronounce words of an accessible speech class.
2. Gradually increase the complexity of classes.

1. Development of phonemic representations.

1. Strengthen in children the ability to select words for a given sound.
2. Exercise children in distinguishing between hard and soft consonants in a series of sounds, syllables, and words.
3. Improve the skill of isolating a given sound from a word.
4. Strengthen the ability to conduct sound analysis and synthesis of words such as dad, table, bush, linden, leaf, cry.
5. Learn to analyze and synthesize words of 5 sounds.
6. Introduce children to new sounds. Exercise children in isolating these sounds from words, in selecting words with these sounds.
7. Improve the skill of sound analysis of words and analysis of sentences without prepositions and with simple prepositions. Exercise children in drawing up graphic diagrams of sentences.

1. Certificate.

1. Improve children's typing and reading skills of syllables and words with mastered letters.
2. Introduce children to new letters.
3. Exercise children in laying out new letters from sticks, in typing, and “drawing” in the air.
4. Continue teaching children how to solve puzzles and crossword puzzles.
5. Improve the ability to transform letters, distinguish between correctly and incorrectly printed letters, complete unfinished letters, read letters superimposed on each other.
6. Strengthen the ability to correctly name the letters of the Russian alphabet.
7. Teach children to print and read syllables, words, sentences with new letters.

1. Vocabulary.

Lexical topics.

1. Systematize children's knowledge about winter, about winter natural phenomena. Introduce children to the winter months. To consolidate children's knowledge about wintering birds. Expand your understanding of the behavior and habits of the crow, tit, bullfinch, and waxwing. Explain why birds need to be fed in winter. Expand your understanding of the life of wild animals in winter.
2. Clarify concepts, expand ideas about materials and tools.
3. Strengthen children's ideas about the New Year holiday. Reinforce the knowledge that there are 12 months in a year, that the year begins on January 1. Give an idea of ​​how the New Year is celebrated in different countries.
4. Systematize children's ideas about the diversity of wintering birds.
5. Systematize children’s ideas about transport, form an idea about types of transport, about professions in transport.
6. To consolidate and expand children's knowledge about professions, the content of work, and the role of labor mechanization. Foster respect for working people and the need to work.
7. To consolidate and expand children's knowledge about the tools used by representatives of various professions and the actions performed with the help of these tools.
8. Systematize children's ideas about the habitats of domestic animals and wild animals. Expand and deepen your understanding of preparing them for winter. To achieve children's understanding of the role of humans in keeping pets.
9. Enter nouns, adjectives and verbs on these lexical topics into the active dictionary.
10. Explain the figurative meaning of set expressions; explain the meaning of words based on their word-formation structure, activate word-formation processes.

1. Development of grammatical structure of speech.

1. To improve children’s ability to form and use singular and plural nouns in speech (on the topics: “Human. Parts of the body”, “Transport”, “Professions. Construction”, “Defenders of the Fatherland”, “Seasons. Calendar. Spring”.
2. Introduce children to methods of word formation (on the topic: “Materials and tools”).
3. Continue work on teaching the agreement of adjectives with nouns (on all lexical topics).
4. Teach the correct use of relative and possessive adjectives in speech (on lexical topics: “Pets”, “Pets and birds and their young”, “Wintering birds”, “Winter. Winter clothing”, “Human. Parts of the body”).
5. To consolidate the ability to correctly use simple and complex prepositions in speech (on the topics: “Pets”, “Winter. Winter clothes”).
6. Continue to work on learning to form and use verbs with various prefixes in speech; verbs denoting labor actions (for all topics).
7. Work on correcting agrammatisms in children’s speech.

1. Teaching coherent speech.

1. Improve the ability to compose stories about a subject on worked topics using a collectively drawn up plan (by picture, by pictures, by a series of pictures).
2. Teach children to write stories based on personal experience, to talk about experiences related to what they read and saw.
3. Teach children to understand and interpret words, compare, explain proverbs and riddles.
4. Work on improving the processes of attention, memory, operations of analysis, synthesis, comparison, generalization and classification.

X. Development of spatial, temporal and elementary mathematical concepts.

1. Teach children to reflect the spatial position of objects in speech. Strengthen the ability to express spatial relationships with complex prepositions because of, from under, etc.
2. Teach children to navigate on a sheet of squared paper, use adjectives to the left, to the right, above, below.
3. Reinforce the idea of ​​the sequence of days of the week and months of the year. Fix the names of the days of the week and months of the year in speech. Learn to establish age differences between people.
4. Fix in speech the words wider, narrower, higher, lower, more, less, longer, shorter.
5. Exercise children in the use of various prepositional-case constructions.
6. Teach children to accurately select verbs of motion with prefixes of spatial meaning (drove in, left, moved, drove off, left).