Speech therapy project "Naughty sounds"

Speech therapy project “Naughty Sounds”

Speech Therapy Project

"Naughty Sounds"

The project is aimed at creating conditions for the full speech development of preschool children. This project reflects directions in correctional work with children with speech impairments: production and automation of impaired sounds. This project is presented as a way to organize a correctional process based on the interaction of a speech therapist, a child, educators, and parents.

The project is intended for children 6–7 years old Project participants:

children with speech disorders, speech therapist, educators, parents.
Goal:
increasing the potential for full speech development of preschool children.
The hypothesis of the project was the assumption that the use of the project method in speech therapy work with preschool children will allow pupils to quickly, easily and more firmly acquire the knowledge and skills that are acquired in the process of practical activities, and will increase the motivation and interest of parents in the speech development of their children. Project objectives.
1. Arouse in the child a desire to independently participate in the process of speech correction.
2. Develop children's speech and creative abilities. 3. Activate the processes of perception, attention, memory, thinking. 4. Increase motivation and interest in speech therapy classes. 5. Involve children in joint activities. 6. Combine the efforts of the teacher and parents in joint activities to correct speech disorders, making extensive use of parental potential. Expected Result.
1. The project method in correctional work will contribute to the successful development of children’s communicative and creative abilities. 2. Increasing the psychological and pedagogical competence of teachers and parents in matters of children’s speech development. 3. Increasing parents’ interest not only in the results, but also in the very process of correctional and educational work. The effectiveness of these results For children: - positive dynamics of speech development; — development of sustainable motivation for speech self-realization;

— successful social adaptation in preschool educational institutions and family. For parents: - readiness and desire to help; — activation of the pedagogical potential of parents, — acquisition and use of knowledge on issues of speech development of children; - a feeling of satisfaction from joint creativity. - positive assessment of the activities of the preschool educational institution. For teachers: - positive psychological climate between the speech therapist and teachers; — teachers’ interest in creativity and innovation; — satisfaction with one’s own activities; — improving the professional skills of teachers on issues of speech development and education of preschool children through various forms and methods of work; Practical significance of the project

This system of the project method in the correctional and speech therapy process can be used in the speech development of children without speech disorders for the prevention of speech development disorders in preschool age.
Project type:
practice-oriented, long-term.
implementation period
– 1 year
Stages and strategy of project implementation I. Preparatory stage (information and analytical):
Development of the necessary pedagogical conditions for the implementation of the project, taking into account modern requirements and the speech capabilities of children.
Objectives:
1. Study the state of the problem under study in theory and practice, justify the conceptual apparatus of the study.
2. Identifying the problem - diagnosing the level of speech development of children of senior preschool age (speech therapy examination of children). 3. Determination of the system of speech therapy projects, conditions for their implementation. II.
The main stage of the project implementation (practical): 4. Speech therapy project “Naughty sounds”
Objectives:
• Research and understanding by the child of the position of the organs of articulation when pronouncing the sounds being practiced.
• Conscious understanding of the articulatory structure of a particular sound and high-quality correction of pronunciation defects. • Increasing parents' interest in the correction process. • Increasing the competence of educators in this area. Implementation period: During the entire period of sound pronunciation correction. The content of the work.
Work with children. • Introducing the organs of articulation through “The Tale of the Merry Tongue.” • Use in individual lessons for correcting sound pronunciation game techniques of articulation analysis “Teach an alien to pronounce the sound correctly”, “Explain to a friend the correct location of the organs of articulation...”, etc. • Use of the manual “Articulatory patterns of sounds” when analyzing the articulation of the sound being studied. • Study of the pronunciation features of each sound being studied, gradual (as each disturbed sound is staged and automated) design of the booklet “Difficult Sounds”. Working with families • Consultation for parents “Impaired pronunciation and its causes.” • Maintaining an individual booklet “Difficult Sounds” together with the child. • Using cards and pictures in the process of reinforcing the correct pronunciation of sounds at home as directed by the speech therapist. Work with teachers • Consultation “Sound pronunciation disorders. Causes. Kinds". • Together with the children, compiling a general booklet “Difficult Sounds” (for all sounds). • Using cards and pictures in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist. Practical result of the project • Presentation of individual booklets “Naughty Sounds”, their practical use when doing home exercises. • Drawing up, together with children, walking tracks “Naughty sounds” (for all sounds) and using them in the process of reinforcing the correct pronunciation of sounds according to the instructions of the speech therapist.

III. The final stage of the project:

1. Analysis of project activities and assessment of the results of the effectiveness of the use of speech therapy projects in the correctional process. 2. Final presentation of the results of the project activities of children and parents through exhibitions, presentation of homemade products created jointly by parents, children, and a speech therapist.

The final product of the project will be: • Formed sustainable motivation for children.

• Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correction process. • Increasing the professional competence of preschool teachers in providing support to children with speech disorders. Forecast of possible negative consequences. The following possible difficulties and ways to overcome them are assumed: 1. Weak motivation of project participants. Ways of correction: introducing additional forms of stimulation and encouragement, using new, more interesting forms of work. 2. High morbidity among children, low kindergarten attendance. Ways of correction: periodic return to the material already covered.

In the future: the search and development of new innovative forms of correctional work with children with speech disorders in interaction with all participants in the educational process.

In conclusion, I would like to note that the use of project activities is quite possible and even necessary in the correctional and speech therapy process for children to more firmly and fully master new skills and abilities.

List of used literature: 1. Babina E.S. Partnership between a preschool educational institution and family in speech therapy work - Speech Therapist magazine - No. 5, 2005. 2. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. M., 2010 3. Evdokimova E.S. Design technology in preschool educational institutions. Sphere. M.2005 4. Kiseleva L.S. project method in the activities of a preschool institution. Artie. M., 2005 5. Mironova S.A. Speech development of preschool children in speech therapy classes. -M. 2007.

PROJECT “SPEECH THERAPY GAMES”

I. _ stage

- prephonemic

II . stage

– phonemic

Prephonemic stage

At the 3rd week, the newborn begins to react to the voice.

By 4 months, reaction to the voice and intonation of spoken speech.

By 5 months, the child grasps the general rhythmic, melodic structure of the word.

At 9-10 months - a reaction to the intonation and meaning of some words. From this time on, the self-learning mechanism begins to work.

From the age of 11 months, the child distinguishes contrasting sounding words ba-ba, pa-pa, ma-ma.

From 11-12 months, phonemic hearing begins to develop. At this time, phonemic hearing allows:

understand the speech of others;

imitate others;

establish a connection between words and objects.

Phonemic stage

By the age of 2, the child differentiates all speech sounds only by ear, and understands well the speech of an adult addressed to him.

By the age of 5-6 years, children already differentiate all sounds both by ear and in pronunciation.

Research by N.H. Shvachkin is confirmed by literary sources and other authors (M.I. Lisina, E.O. Smirnova, V.V. Vetrova, etc.)

In parallel with phonemic hearing, which carries out the operations of discrimination and recognition of phonemes, phonetic hearing also develops, which carries out “monitoring of a continuous stream of syllables.” Phonemic and phonetic hearing together make up speech hearing,

which carries out not only the reception and assessment of other people's speech, but also control over one's own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation, which can only be carried out with coordinated work between the mechanisms of auditory control and reception on the one hand and control of speech movements on the other.

The functional unity of speech perception and speech production is mentioned in the works of N.I. Zhinkin, N.Kh. Shvachkina, V.I. Beltyukova, A.A. Leontyeva and others.

Even during the birth of phonological theory, the largest linguist Baudouin de Courtenay pointed out that the structure of a phoneme is determined by both acoustic and motor components.

Investigating the patterns of development of children's speech, A.N. Gvozdev notes that the general course of a child’s assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres: “The auditory sphere is leading in the sense that thanks to the early development of hearing, the child learns to distinguish various phonetic elements by ear; their exact auditory representations become a regulator for their development in his own pronunciation. But for their appearance in the child’s own speech, in addition to auditory ideas, articulatory skills are also needed... These skills are developed later, and with their development, sound elements freely enter into the child’s own speech. From this side, the development of the motor sphere turns out to be decisive for the entire course of mastering the phonetic aspect of the native language. A.N. Gvozdev “A child’s acquisition of the sound side of the Russian language,” Moscow 1948)

Using the project method in the correctional and developmental activities of a preschool teacher-speech therapist

Bibliographic description:

Bocharova, E. N. Using the project method in the correctional and developmental activities of a speech therapist in a preschool educational institution / E. N. Bocharova, I. A. Dubyaga. — Text: direct // Questions of preschool pedagogy. - 2016. - No. 3 (6). — P. 151-153. — URL: https://moluch.ru/th/1/archive/41/1137/ (access date: 01/03/2022).

Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.

(Eastern wisdom)

The Federal State Educational Standard of Preschool Education places high demands on the choice of teaching methods, putting forward in a number of basic principles “full living by a child of all stages of childhood, enrichment of child development, formation of cognitive interests and cognitive actions in various types of activities, age adequacy of preschool education (compliance with conditions, requirements and methods for age and developmental characteristics).”

The method of project activity allows introducing new content into the educational process, activating the mental and cognitive activity of a preschool child, changing motivation, acquiring knowledge through independent search, planning and carrying out consistent systematic work. The child learns to argue his position, pose a problem or task, find solutions, plan, predict, work independently with information, and be a responsible partner, which creates a unique atmosphere of creative exploration and favorable conditions for the optimal development of preschool children.

The design method in the work of preschool teachers is becoming a promising means of continuous educational activities with preschool children. This method is one of the effective means increasingly used in pedagogy, which helps achieve the greatest possible success in overcoming certain difficulties in preschoolers. The effect of using the project activity method depends on the professional competence of the teacher, the ability to use new opportunities, to include effective methods in the system of the educational process, creating psycho-emotional comfort for children, providing for a “situation of confidence” in their abilities. Such an approach to the learning process is an educational process when the child becomes the subject of the activity, and active activity forms in him a sense of personal involvement, involvement, and increases interest in acquiring new knowledge.

The project method in a preschool institution has become one of the main components in the organization of continuous educational activities. Its most important advantage is the independent “acquisition” of knowledge by children. “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand,” says Eastern wisdom. Indeed, only by acting independently, solving a given problem by trial and error, does a child acquire knowledge and experience.

As in pedagogy, in speech therapy, “training... is considered as a way of joint activity between the teacher and children, aimed at children’s mastering knowledge, skills and abilities, at the formation of mental abilities, nurturing feelings, behavior and personal qualities,” L. S. Volkova [1 , 74].

And in modern speech therapy, as a pedagogical science, there is also a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for preschoolers with speech disorders.

Speech is one of the most important mental functions of a person, and pure, correct speech is one of the main conditions for his normal mental development. Mastering speech and verbal communication gives rise to social contacts, with the help of which the child’s ideas about the environment are formed and improved. With the help of speech and communication, the child learns a lot of new and interesting things, and can express his desires, thoughts, and demands. Speech communication creates the conditions for planning independent activities and participating in them. In the process of speech development, he begins to become aware of his own behavior and acquires the ability to regulate it.

Speech plays a huge role in a person’s life; accordingly, any speech deviations, to varying degrees, negatively affect all components of mental development. Inadequate speech development of a child also leaves an imprint on the formation of non-speech mental processes: there is insufficient stability of attention, the possibilities of its distribution are limited; with relatively intact semantic memory, verbal memory is reduced, and memorization productivity suffers. Having, in general, complete prerequisites for mastering mental operations available to preschool age, children lag behind in the development of verbal and logical thinking, experience difficulties in mastering the skills of analysis and synthesis, in the ability to compare and generalize. Insufficient development of speech means gives rise to specific features of speech behavior: the inability to establish contact with an interlocutor, maintain a conversation, makes it difficult to communicate with both adults and peers, contributes to the emergence of specific personality qualities: isolation, shyness, in some cases, on the contrary, it gives rise to negativism, aggression and leads to a decrease in the cognitive activity of children.

All secondary disorders lead to a decrease in motivation for learning, inhibit the development of the generalizing, regulating function of speech and, as a consequence, the personality as a whole. In turn, a low level of communication and learning difficulties slow down the rate of development of speech and basic mental processes. Speech deviations make it difficult to build relationships in society and especially painfully affect the process of formation of higher levels of cognitive activity, which cannot but affect the quality of school education.

Unfortunately, today more and more children with various speech disorders are entering preschool educational organizations, which sharply limit the ability of children to communicate with their peers and adults around them.

In this regard, when working with children with various speech pathologies and encountering problems in their learning, the speech therapist teacher has to look for auxiliary means that facilitate, systematize and guide the process of children’s learning new material. One of these means is the design method, which is used in speech therapy along with traditional methods and is an effective pedagogical technology that opens up new opportunities for the education and training of preschoolers with speech disorders.

The use of design in continuous educational activities allows the teacher to optimize speech therapy work with children, increase its efficiency and productivity.

But the question arises: is the project method really necessary for a preschool teacher-speech therapist to work with children who have problems in speech development? As practice shows, the use of the project method in logo-correctional educational activities is not only possible, but also necessary. It is these children, perhaps even more than others, who need to use the project method in working with them, which allows them to increase interest in mastering the proposed material and motivates them to engage in cognitive activity, since they are often reduced in children with speech impairments. By solving various cognitive and practical problems during design together with adults and peers, preschoolers with speech underdevelopment enrich and activate their vocabulary, learn to speak publicly, and communicate with others.

One of the significant advantages of using the project method in the work of a speech therapist is the opportunity to bring the correctional environment closer to the situation of spontaneous speech formation - the child speaks to express himself, find contact, and learn something. The skills and knowledge acquired during spontaneous formation have a wider range of applications and are more quickly automated.

Project activities in organizing the correctional educational process with preschoolers with speech impairments can be used by the teacher for other purposes:

– to establish contact with the child;

– awakening interest in oneself, in interaction;

– rallying a group of children participating in the task.

The project activity method is becoming more and more relevant and effective in organizing the correction process with preschool children with speech disorders. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, thereby preparing him for successful learning at school. The knowledge and skills that a child acquires in the process of practical activity are acquired faster, easier and give better results; Complex and sometimes uninteresting speech therapy exercises become an exciting activity for the child.

Project activities in solving the problem of correcting speech disorders in working with children act as an effective innovative tool that helps preschool speech therapists build their work systematically and step by step. It is important to note that the speech therapist teacher must study in advance the capabilities of children with speech problems, determine the main goals and directions for work, distribute responsibilities in working on the project, and carefully monitor all the children’s actions. Taking into account the age-related psychological characteristics of preschoolers with speech underdevelopment, project coordination should be flexible, that is, the teacher unobtrusively guides the children’s work in carrying out project activities:

– helps to choose the most relevant and feasible task for children for a certain period of time;

– suggests what materials can be used;

– plans training, games and other activities that can be included in the project;

– determines which adults can be involved in joint activities with children;

– coordinates the entire process of correctional activities;

– helps children find sources of information;

– he himself becomes a source of information;

– supports and encourages children’s activity in working on the project.

It is impossible not to mention the influence of project activities directly on the teacher himself. Design forces the speech therapist to constantly be in a space of possibilities, which requires daily creative, personal growth, changes his worldview and does not allow the use of standard, template actions. As a result of the implementation of the project, the professional competence of all preschool teachers also increases: during the organization of consultations, seminars and open classes, they receive additional knowledge in the use of the project activity method in the correctional and pedagogical process.

During the project activities, parent-child relationships also develop. Children open up to their parents from a new side, the child turns out to be interesting to them because he begins to put forward various ideas, discovering new things in already familiar situations. The life of the child and parents is filled with unusual content and takes on a different meaning. Adults notice how children’s potential for full development, including speech, is activated. Joint experience of what is happening, the formation of interest in completing tasks develops a positive attitude towards classes, improves the emotional background, increases overall activity, and allows you to develop sustainable forms of behavior. The psychological and pedagogical literacy of the parents themselves increases: they can become familiar with the methods and techniques for correcting speech disorders, their role in the development of the child, and apply this practical experience in family education. Proper organization of the speech environment at home ensures the consolidation of skills acquired in classes, their introduction into free speech and their use in various communication situations.

Of course, the project method cannot be considered as independent in speech therapy; it becomes part of generally accepted time-tested traditional pedagogical technologies, and introduces into them the spirit of modernity, new ways of interaction between the teacher-speech therapist and the child, creates interest in classes, promotes the inclusion of intact and active children in the work. impaired mental functions.

As practice shows, children acquire not only speech skills, but also ways of carrying out communicative and cognitive activities; their level of voluntary regulation of behavior and learning ability in general increases, which are the main prerequisites for the formation of educational activities

General indicators of the results of psycho-speech, motor-motor and emotional development of children indicate the emergence of positive changes and high productivity of correctional work. Based on the results obtained from the activities of a speech therapist teacher using the project method, it becomes obvious that this method is a modern, productive and relevant means of developmental education and can be actively used to correct speech disorders of various etiologies in preschool children.

Literature:

Volkova L. S. Speech therapy. Fifth edition, revised and expanded.//Vlados, Moscow, 2004

Key terms
(automatically generated)
: child, project activity, preschool age, project method, speech disorder, continuous educational activity, educational process, work, eastern wisdom, preschool education.

Project activities in speech therapy work in kindergarten

Methodological development. The use of project activities in speech therapy work with children with phonetic-phonemic speech underdevelopment

Relevance of the topic

At the present stage, in connection with the introduction of the Federal State Educational Standard (FSES), Federal state requirements for the structure of the basic general education program of preschool education, there is a need to update and improve the quality of preschool education, aimed at identifying and developing the creative and cognitive abilities of children, as well as equalization of starting opportunities for graduates of preschool educational institutions. Today, the Standard presupposes a change in the nature and content of pedagogical interaction with the child: whereas previously the task of educating a standard member of the team with a certain set of knowledge, skills and abilities came to the fore. Now, there is a need to form a competent, socially adapted personality, capable of navigating the information space, defending one’s point of view, and interacting productively and constructively with peers and adults. And one of these pedagogical technologies that allows you to develop children’s cognitive skills, the ability to independently construct their knowledge, and develop critical and creative thinking is the method of project activity. In addition, it allows you to unite teachers, children and their parents, teach them to work in a team, collaborate, and plan their work. It is difficult to overestimate the opportunities for child development that project activities provide. And for children with speech impairments, these opportunities are especially relevant and necessary. It is obvious that the Russian language is very complex in its paradigmatic relationships. Our vocabulary includes historical and foreign words, and for almost every word you can find antonyms or several synonyms. It is difficult for a preschool child to immediately master all the relationships of words; it is difficult to construct his phrase so that all the words are correctly consistent with each other. This is especially difficult for children with speech impairments. All the more difficult is the task for the teacher - to organize children’s observation of linguistic reality, to make this process exciting and interesting. The project activity method will help make the process of mastering the lexical structure of speech interesting and as productive as possible for a child with speech disorders. The technology of project activity opens up even greater prospects in organizing interaction with parents on issues of a child’s education, directly involving them in educational activities, through the creation of educational projects together with the family. The work of a speech therapist with the child’s parents has always been close, but not varied enough. The main forms of interaction between a speech therapist and parents are individual consultations, parent meetings, and information stands. It is not always possible, even with individual consultation, to properly motivate parents to actively work on the speech development of their child. But data and reviews from teachers of preschool educational institutions on the organization of parent-child projects show positive results in terms of motivating parents, increasing their interest in active participation in the educational process. I think the same effect can be achieved by organizing project activities for children and parents by a speech therapist. But for now, the Federal State Educational Standard does not apply to the system of speech therapy assistance, especially to speech centers. And this is understandable. It is quite simple, and this is already widely practiced, to organize project activities on topics related to speech development in specialized kindergartens for children with speech disorders. The entire system of work there is organized for the correction and development of children’s speech, therefore both speech therapists and educators have every opportunity to organize this form of work. But the conditions and operating system of the speech center of general education preschool institutions do not provide such ample opportunities for the implementation of project activities. The question arises, what should speech therapists do at a speech center? How not to miss the enormous opportunities for children’s speech development that the technology of project activities provides. For now, there is only one answer - to become innovators, try to introduce and implement new technologies in your professional activities, master and disseminate innovations. The modern educational process is unthinkable without the search for new, more effective technologies designed to promote the effective development of children, the formation of self-development and self-education skills. These requirements are fully met by project activities, based on the realities of today and the increased requirements for the universality of knowledge. It is likely that the transformation of the education system at the state level will also affect speech therapy assistance. This also confirms the relevance of the issue. Thus, the topic of my final work on the module of the invariant part of advanced training courses for IOC is the introduction of project activities in speech development at a preschool speech center, in the development of ideas about words and antonyms in children with phonetic-phonemic speech underdevelopment. The problem of the final work for me is the contradiction between the availability of the possibility of using technology of project activities for the speech development of children at the speech center and the absence of similar experiments in my own practice and in the practice of other specialists.

Goal and objectives
Goal: approbation of the project activity method in the practice of speech therapy work with children at the speech center of a preschool educational institution.
To implement the project, it is necessary to solve the following tasks: 1. Analyze the literature on the topic. 2.Develop a plan for project activities on the topic. 3.Invite parents to actively participate in the work. 4.Implement the project. 5.Develop and implement monitoring and analysis of the work performed. II. Main part

Content and technological block

Project “Words in reverse”
Goal: development of the correct and conscious use of antonyms in speech by preschool children; involving parents in children's search activities; creation, together with children and parents, of an illustrated dictionary of antonyms of different parts of speech; developing children's interest in their native language. Educational and developmental objectives: •Introduce children to some antonyms. •Develop grammatical skills and promote readiness for school learning. Develop expressive vocabulary, expand and enrich children's vocabulary of antonyms. •Develop the prerequisites for search activity and intellectual initiative. •Develop the ability to identify possible methods of solving a problem with the help of an adult, and then independently; Expected results: children’s correct and conscious use of antonyms in speech; creating a collection of dictionaries together with children and parents; involving parents in children's search activities; developing children's interest in their native language and search activities. Project participants: children of middle preschool age, parents, speech therapist. Project type: information-practice-oriented. Stages of the project: 1. Conduct a parent meeting (Informing and motivating parents to work in the form of project activities. Creating booklets that contain information about the goals and objectives of the project activities, about the planned results). 2. Prepare the teaching materials necessary for children and parents to work on the project (Annotated catalog of resources, memos). 3.Equip an information corner in the group (collect all the necessary materials with answers (CDs with children’s educational programs on the topic, sets of pictures of antonyms, speech therapy aids: “Say the opposite”, “Unusual hours”) to a problematic question, provide children with the opportunity for free access to them) Project implementation: 4. Statement of the problem (antonyms are presented to children in a playful way, a conversation is held about what children know about these words and what they do not know). 5. Setting goals for research (description of selected unknown facts in the form of goals for research). 6.Development of an activity plan to achieve the goal: •who to turn to for help (adult, teacher); •where, in what sources you can find information; •what items to use (accessories, equipment); 7. Discussion with the children what questions they managed to find answers to, how they did it. 8.Children’s choice of product (presentation or homemade dictionary). 9. Discussion of the product creation plan. 10.Creation by children together with their parents of an illustrated dictionary of antonyms. 11.Presentation of your work (dictionary) to the whole group. 12. Self-assessment by the child of the work done on the self-assessment sheet. 13. Summing up, identifying tasks for new projects. Expected results of the project: children’s correct and conscious use of words of various categories in speech; creating a collection of dictionaries together with children and parents; involving parents in children's search activities; developing children's interest in their native language. Control and evaluation block In view of the novelty of the application of technology for project activities, the need to develop and implement monitoring procedures and a quality assessment system to monitor the effectiveness of the technology is especially acute. To do this, it is necessary to develop expert maps to assess the conditions for the implementation of the project, its content and results, and take photos and videos for further analysis. Resource block (conditions) For the full implementation of project activities in the work of a speech therapist at a speech center, changes are necessary in the conditions for organizing speech therapy assistance. It is necessary to develop a regulatory framework that would stipulate the possibility of using project activities in a log center on an equal basis with classroom activities, and would allocate separate time for this in the work schedule. It is also necessary to develop appropriate scientific and methodological materials that would spell out the main directions, tasks for the development of children with various speech disorders in project activities at the speech center, and an algorithm for conducting such projects. The necessary material and technical equipment must also be organized. This project “Words in reverse” does not require large material and technical costs. Everything you need is usually available in the arsenal of any preschool institution. Namely: •Technical equipment: computer, projector, camera (including for parents).
•Picture material: pictures depicting antonym words. •Materials for creative activities: albums, paints, brushes, pencils, scissors, glue, etc. III.
Conclusion Conclusions Project activity is a type of pedagogical work that is in demand in connection with the implementation of federal state educational standards in the practice of preschool educational institutions, since it, like no other, supports children's cognitive initiative, helps the child gain early social positive experience in realizing his own plans, requires a search for non-standard actions in a variety of circumstances, helps to formalize the idea in the form of a culturally significant product, and, of course, develops the cognitive and creative activity of the preschooler. The method allows not only to remember and reproduce the knowledge students have, but to update it, generalize it, structure it and consciously apply it in practice. Its use makes it possible to achieve high results in correctional work and increases motivation for educational, cognitive and speech activities. Its most important advantage is the independent “acquisition” of knowledge by children. Only by acting independently, through trial and error, does a child acquire—“appropriate”—knowledge and experience, which is especially important for children with speech disorders. Only after independently working on the topic and learning new words will the child use them in his own speech. I think that project-based technologies will be in demand in the work of a speech therapist, as they contain great potential, contribute to qualitative changes in the development of speech and speech-creative abilities of preschool children, and also interest parents in the educational process, stimulating them to actively participate in the development of the child.

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