Project method in the work of a preschool teacher-speech therapist Consultation on speech therapy (senior group)
Increasing the potential for the full development of children’s speech through project activities.
Prepared by:
Teacher-speech therapist at MDOU “DS No. 16”
highest qualification category
Borzdova A.V.
Life in the 21st century presents us with many new problems, among which the most pressing problem today is the problem of increasing the number of children with speech disorders. This problem is especially acute for correctional teachers. In recent years, a steady trend has emerged towards a significant decline in health indicators and the rate of development of preschool children, which is due to the deterioration of socio-economic and environmental conditions. Standard methods of correctional work with children with speech disorders do not always give the expected result. The search for ways to solve these problems led to an attempt to use the project method in speech therapy work.
The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns about the world around him and embodies new knowledge into real products. A child is born a researcher. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, to independently seek new information about the world, are traditionally considered as the most important features of children's behavior. Thus, satisfying his curiosity in the process of active design and research activities, the child, on the one hand, expands his ideas about the world, on the other, develops his communication abilities. The project method has successfully proven itself in many educational institutions. The method is promising; it makes it possible to develop the qualities of a successful personality in children: the ability to observe, draw conclusions, forms creative thinking, logic, initiative, and communication. This method provides the child with a unique opportunity to realize his fantasies and connect them with the dream of adulthood. Our contemporary psychologist D.I. Feldshtein, exploring the peculiarities of the relationship between the world of adults and the world of children, came to the conclusion that new forms of their co-activity and co-creativity make it possible to find a source of not only emotionally rich experiences, but also development in general. And such a source, according to many teachers, is joint project activity, which gives the child the opportunity to experiment, synthesize acquired knowledge, and develop creativity and speech.
By correctly applying this method in speech therapy work, you can speed up the process of producing and automating disturbed sounds, promote the development of all components of speech in general, cognitive processes, and communication skills. It's no secret that children with general speech underdevelopment have the following problems: a poor vocabulary, inability to coordinate words in a sentence, and impaired sound pronunciation. Most children have impaired attention and imperfect logical thinking. Therefore, speech therapy in eliminating general speech underdevelopment is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life. And the main advantages of the project method in the work of a speech therapist are a significant reduction in the predominant activity of an adult, the possibility of correction and learning through a joint search for solutions, providing a preschooler with the opportunity for independence, cooperation, co-creation on equal terms, intellectual and creative self-development. Children of different levels of preparedness are able to work on the project. The main thing is to help the child believe in himself. Children most fully and clearly perceive what was interesting, what they themselves found and proved. After all, you can always find something interesting and exciting in everyday life and in the educational process. Design requires individual original solutions and at the same time collective creativity. By working in group creativity mode, the abilities for mental activity, choosing adequate solutions, and the ability to build a whole from parts are intensively developed.
An important point in the work of a speech therapist is the establishment of a trusting relationship with the child - this is already a guarantee of success.
Pedagogical design can be summarized by the following scheme: concept - "implementation -" reflection. And the project structure itself is usually denoted by the five “Ps”: problem, design, information search, product, presentation.
Stages of implementation of the project method.
The first stage of implementing the project method is goal setting, in which the teacher helps the child choose the most relevant and feasible task for him for a certain period of time.
The second stage is project development: an action plan to achieve the goal.
The practical part is the third stage of the project.
Summing up and defining tasks for new projects is the final component of the project.
The project method, as one of the methods of integrated education for preschoolers, is based on the interests of children. The method involves independent activity of kindergarten students. Only by acting independently, children learn in different ways to find information about an object or phenomenon that interests them and use this knowledge to create new objects of activity. This understanding of the essence of the project method contributes to the formation of independence, deeply motivated, purposeful cognitive activity in preschool children. The project method in teaching preschoolers is a preparatory stage for children’s transition to school. The main goal of the project method in kindergarten is the development of a free creative personality. It gives the child the opportunity to synthesize acquired knowledge, develop creativity and communication skills, which allows him to successfully adapt to the changed situation of schooling. The project method can be represented as a way of organizing the pedagogical process, based on the interaction of a speech therapist, educators, music director, physical education worker and child. This is a way of interacting with the child’s environment, step-by-step practical activities to achieve a set goal. One of the advantages of design technology is that each child is recognized as important and necessary in the team. A private, concrete result of work in a project for preschoolers can be a drawing, its description, an album, a written fairy tale, a prepared concert, a performance, etc. The child learns to independently propose project topics; he develops logic, an understanding that there are no simple answers to a complex question, and each phenomenon must be studied from different angles. He develops genuine activity and independence in understanding his speech pathology and striving to correct it. The participation of parents in the creation and implementation of projects stimulates interest in learning about themselves and their children, and increases their cultural and pedagogical competence in the field of correctional activities.
The main advantages of this method in the work of a speech therapist are a significant reduction in the predominant activity of an adult, the possibility of correction and learning through a joint search for solutions, providing the preschooler with independence, the possibility of cooperation, intellectual and creative self-development.
Based on the above, I came to the conclusion that it is necessary to develop correctional and developmental thematic projects, the structure of which is subordinated to the main thing in the work of a speech therapist - solving issues of correction and development of pupils’ speech against the backdrop of children’s interest, which provides motivation for successful learning.
While working on the project, I developed a certain sequence:
The first stage is choosing a topic.
I will choose the topic together with the children.
At this stage I:
1) I set a goal based on the needs and interests of the child;
2) I involve preschoolers in solving the problem;
3) I outline a plan for moving towards the goal;
4) discuss the plan with parents;
5) I turn to preschool education specialists for recommendations;
6) together with children and parents, I draw up a plan - a scheme for carrying out the project;
7) I collect information and material.
The second stage is project implementation.
I implement projects through various types of activities (creative, experimental, productive).
The uniqueness of the application of the project method in this case lies in the fact that the second stage contributes to the diversified development of both mental functions and personal qualities of the child.
The third stage is the presentation of the project.
I try to base the presentation on a material product that has value for children. During the creation of a product, the creative potential of the preschooler is revealed, and the information obtained during the implementation of the project is put to use.
The task that I am solving at this stage is: creating conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities. In the process of speaking in front of peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.)
The sequence of my work on the project at this stage:
1) I give a presentation of the project (holiday, activity, leisure);
2) summing up the results (speaking at the teachers’ council, parents’ meeting, summarizing work experience)
The fourth stage is reflection.
This is the stage of comprehension, awareness of ways to move towards success, analysis of mistakes made, evaluation of one’s achievements.
At this stage, I discuss with the children not only what they have learned, but also how they achieved their goals. In this way, children can independently analyze their activities.
An interesting part of my practice was working on the “Speech Therapy Paths” project. This is a long-term project designed to last the entire year of a child’s education. It consists of mini projects that interpenetrate each other. At the same time, I try not to forget that the child is an integral part of these neighboring, intersecting, mutually interested mini-worlds.
“Speech therapy paths” are various directions in correctional work with a child with speech disorders, “paths” leading the child to fully developed speech. The mini project “The Tale of the Happy Tongue” is aimed at developing articulatory motor skills. The goal of the “Obedient Breeze” mini-project is to develop proper speech breathing. The mini-project “Rhymes” will help develop phonemic processes. The mini project “Difficult Sounds” is aimed at mastering correct sound pronunciation. With the help of the “Smart Fingers” mini-project, I develop fine motor skills in children’s hands, which is of great importance in the development of speech.
I structure my work so that every such “path” a child
“passed” consciously, maximizing the knowledge and experience of this activity.
The practical significance of the project lies in the fact that the proposed system for applying the project method in the correctional and speech therapy process can be used in the speech development of children without speech disorders, as a prevention of speech development disorders in preschool age, as well as dysgraphia and dyslexia at school age.
The participation of older preschoolers in projects of various types, the creative nature of their activities, its attractiveness for every child, open up new, interesting and unknown things for the little person.
The knowledge acquired by preschoolers in the process of implementing each project becomes the personal property of each child, the driving force on which the personality is nurtured. Education with a correctional focus takes the form of research, comprehension and application of the acquired knowledge, skills and abilities in the child’s own activities, the results of which interest him much more than just the information received from the teacher. And speech is formed in such conditions faster, more successfully, and more interesting.
Thus, we can conclude that the introduction of such technology as the project method into the correctional educational process contributes to the development of a free creative personality, which corresponds to the social order at the present stage and makes the educational process open to the active participation of parents and other family members. Gives equal starting opportunities to every child, regardless of the problems they have, so that each of them goes through life boldly and confidently, and feels like a full-fledged and full-fledged person.
Logomag
In preschool age, children should have the experience of creating their own ideas and implementing their projects. Children can conceive and implement research and creative projects.
The most important educational guideline, in accordance with the Federal State Educational Standard, is the development of children's independence (initiative, independence and activity). To do this, teachers are recommended to:
-show respect for the child’s personality and develop a democratic style of interaction with him,
- create conditions for the child to accept responsibility and show empathy towards children and adults;
-discuss important life issues with children, stimulate the manifestation of the child’s position;
-discuss with parents the goals towards which the activities of preschool teachers are aimed and include family members in joint interaction to achieve these goals.
The content of project activities is planned in accordance with the age of the child.
Senior group
Project activities are included in the field of “Cognitive Development” and involve
in older age:
-creating conditions for children to implement projects of three types:
*research
*creative (individual)
-organization of project presentations;
-forming in children an idea of the authorship of the project;
In the pre-school group:
— creating conditions for children to implement projects of three types:
*research
*creative
-develop the ability to pay attention to analyzing the effectiveness of information sources;
-encourage discussion of the project among peers;
-promote creative activities of an individual and group nature;
- when working on regulatory projects, encourage discussion of situations and negative consequences;
-help children symbolically display a situation, experience its main meanings and express them in figurative form.
Work on projects, including drawing up a reasonable action plan, which is formed and refined throughout the entire period, goes through several stages
:
- goal setting;
-search for forms of project implementation;
-development of the content of the entire educational process based on the topic of the project;
-organization of a developing cognitive subject environment;
- determination of directions of search and practical activities;
-organization of creative research and practical activities together with teachers, parents and children;
-work on parts of the project and its correction;
-collective implementation of the project and its demonstration.
The project method creates conditions for the manifestation in children of such qualities as initiative, cheerfulness, curiosity, the desire to learn new things and show their individuality, that is, it ensures the successful socialization of the child and the formation of his personality.
The interests of children act as material for achieving the goals of educational work - developing the child’s abilities and initiative, mastering cultural means available for preschool age. Thanks to the use of the design method in joint activities, children are taught the ability to intelligently and creatively relate to reality, be proactive and make decisions independently.
Since 2014, I continued the implementation of project activities in the conditions of the speech center of preschool educational institution No. 33. The activities of a speech therapist teacher at a speech center differ from work in compensatory groups.
The main forms of organizing work with children with speech disorders at the speech center are individual lessons lasting 15-20 minutes. and subgroup – lasting 20-35 minutes. (in accordance with the specialist’s training schedule). Group work is not expected.
The main tasks of the speech therapy service are:
— identification of pupils with speech development disorders;
— implementation of the necessary correction of sound pronunciation disorders in preschool children;
— formation and development of phonemic hearing in children with speech impairments;
— nurturing children’s desire to overcome speech deficiencies and maintain emotional well-being in their adaptive environment;
— realizing the opportunity to integrate education and training in a regular group with receiving specialized assistance in speech development;
— interaction with teachers of educational institutions and parents on the formation of children’s speech development.
Having studied and analyzed a large number of sources of information, it was concluded that little attention is paid to the use of project activities in a log center. Speech therapist teachers use mainly thematic projects at the speech center, citing the lack of group classes with lexical content.
The result of the first information and analytical stage was the creation of a card index on the topic of self-education.
Having considered the general grounds for using design in preschool practice, the project “Such necessary sound toys” is planned,
the main goal of which was
to develop self-control skills of spoken speech sounds in children.
In order to support children's initiative, children were asked to independently come up with the name of the sound artist and his image. The name of the sound player had to contain the sound being automated. It turned out that most children associate the image of a sound boy with gnomes from a fairy-tale sound land, but the children also suggested other images: the girl Raya, the tiger cub Igrunok, the car Grunya, the little penguin Skipper and others.
The most important condition for ensuring the holistic development of a child’s personality is the development of constructive interaction with the family.
Project activities create conditions for the formation of responsible relationships with the families of pupils and the development of parents' competence in matters of correcting speech underdevelopment in children, and also ensure the right of parents to respect and understanding, to participate in the life of the kindergarten.
Questioning
parents were aimed at studying the attitude of parents to the organization of correctional work at the speech center of a preschool educational institution, identifying difficulties in consolidating speech therapy material, as well as finding ways to create a more effective speech correction process.
Parents were informed about the system of working on sound pronunciation (information in the speech therapist’s corner, a workshop on working on sound pronunciation, design of the “Favorite Sounds” stand, individual conversations),
conditions were created for solving the assigned tasks, encouraging parents and children for participation in project activities and attentive attention to the individual self-expression of children (awarding diplomas for participation in project activities).
Particularly interesting was this form of presentation by children of their projects.
, as independent conduct of classes with their Sound students in a subgroup of children, united by the similarity of sound pronunciation disorders. The children copied the speech therapist teacher, trying to guide the journey clearly and emotionally, and strictly followed the pronunciation of the automated sounds. In subsequent lessons, the children independently chose who they would play with today. The children’s statements about the importance of project activities were also interesting.
Thus, the project “Such necessary sounds” contributed not only to the automation of delivered sounds, but also to the improvement of all aspects of a child’s speech, the formation of children’s initiative and independence, the development of partnerships and the ability to work “in a team”, master the methods of collective mental activity, and unite the efforts of teachers , parents and children in order to implement the project.
Bibliography
1. From birth to school. Approximate general educational program for preschool education / edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. - M.: Mozaika-Sintez, 2014. - 368 p.
2. “On the organization of the work of the speech therapy center of a general education institution” / letter dated December 14, 2000. No. 2
3.O.I Davydova. Projects in working with families.-Sfera, M.-2012
In connection with updating the content of preschool education, the need to adjust the methods of program implementation has become especially acute. To increase the efficiency of work, it is necessary to find new approaches and forms of teaching and nurturing a child’s versatile personality, involving all full participants in the pedagogical process: specialists, educators, parents, children. Only in joint activities between a child and an adult, where the child acts as a partner, is it possible to achieve high results.
Based on many years of experience, we have come to the conclusion that it is necessary to develop correctional and developmental projects that will ensure the effective work of the speech therapist, specialists and educators, taking into account the interests of the child, and will also increase motivation for further acquisition of knowledge and skills. This method or form of cognition of the surrounding world gives the child the opportunity, using various types of activities (cognitive-research, play, creative, etc.) to enrich his life experience. As the child develops, he can gradually identify the problem, comprehend the goal, and choose solutions. By nurturing independence, the desire to know oneself and the world around him, the child gets a chance to be realized in life, the opportunity to achieve his goal.
The music director, physical development director, speech therapist, and educators participated in the development of the group’s program. They decided to structure the work in the form of lexical-thematic projects of different durations: short-term, long-term, etc., depending on the lexical topic and volume of work.
Within the framework of the project, various types of activities are successfully integrated: appliqué, drawing, modeling, cognitive, speech development, etc. The project on the lexical topic is designed mainly for one week, during which all participants (specialists, speech therapist, educators, parents, children) comprehensively learn and explore this topic. The project method allows all participants in continuous educational activities to actively participate in the research work, develop communication skills, develop the ability to see a problem and find ways to solve it, and establish partnerships.
As a result, the project achieved more effective development indicators in various areas:
— correction and development of all components of children’s speech (sound pronunciation, lexical and grammatical structure, syllable structure, analysis and synthesis, coherent speech, prosody);
— development of productive activities (application, drawing, modeling);
— development of communication;
— development of independence and self-realization.
Conclusion: Joint research, educational, creative work of a speech therapist and educators, parents and children, specialists within the framework of the project contributes to more effective education, development and correction of speech and the development of a comprehensive personality.
