Work program in accordance with the Federal State Educational Standard for a speech therapist teacher
Yana Tretyakova
Work program in accordance with the Federal State Educational Standard for a speech therapist teacher
Table of contents.
1) Target component of the work program of a speech therapist at a preschool educational institution
1.1. Explanatory note
1.2. Planned results
2) Content component of the work program of a preschool teacher-speech therapist
2.1. Description of correctional educational activities in accordance with the directions of the child’s speech development
2.2. Description of variable forms, methods, methods and means, implementation of the work program of a speech therapist teacher
2.3. Peculiarities of interaction between a speech therapist and the families of students
3) Organizational component of the program
3.1. Logistical support for the work of a speech therapist teacher at MBDOU
3.2. Provision of methodological materials and training aids for the correctional speech therapy process
3.3. Regulations for correctional speech therapy educational activities
3.4. Features of the subject-developmental spatial environment of the speech therapy room and speech therapy group
1) Target component of the work program of a speech therapist at a preschool educational institution .
1.1. Explanatory note.
The work program of a speech therapist teacher is intended for children aged 5 to 7 years with severe speech impairments attending a speech therapy group.
The work program of correctional educational activities in a speech therapy group is the main necessary document for organizing the work of a speech therapist teacher with children with speech disorders.
The program is designed in accordance with:
Law of the Russian Federation “On Education”
;
Federal State Educational Standard for Preschool Education;
UN Convention on the Rights of the Child;
Declaration of the Rights of the Child;
Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations;
Approximate adapted basic educational program for children with severe speech impairments, ed. N. V. Nishchevoy;
The main educational program of a preschool institution;
as well as the developments of domestic scientists in the field of general and special pedagogy and psychology.
The goal of this work program for a speech therapist teacher is to build a system of correctional and developmental work in a speech therapy group for children with speech disorders aged 5 to 7 years, providing for the full integration of the actions of all specialists of a preschool educational institution and parents of preschool children. The complexity of pedagogical influence is aimed at aligning the speech and psychophysical development of children and ensuring their comprehensive harmonious development.
One of the main objectives of the work program of a speech therapist teacher for the 2018-2019 school year is for children to master independent, coherent, grammatically correct speech and communication skills, the phonetic system of the Russian language, elements of literacy, which forms psychological readiness for learning at school and ensures continuity with the next level of the general education system.
The program is based on the following principles:
ontogenetic principle, which takes into account the patterns of normal development of children's speech;
the principle of individualization, taking into account the capabilities, developmental characteristics and needs of each child;
the principle of recognizing each child as a full participant in the educational process;
the principle of supporting children's initiative and shaping the cognitive interests of each child;
principles for integrating the efforts of specialists;
the principle of specificity and accessibility of educational material, compliance of requirements , methods, techniques and conditions of education with the individual and age characteristics of children;
the principle of systematicity and interconnection of educational material;
the principle of gradual presentation of educational material;
the principle of concentric growth of information in each of the subsequent age groups in all five educational areas.
the principle of interconnection of work on various aspects of speech;
the principle of ensuring active language practice.
The main form of work with children is play activity - the main form of activity of preschoolers. All correctional and developmental individual, subgroup, group, integrated classes in accordance with the work program are playful in nature, full of a variety of games and developmental game exercises and in no way duplicate school forms of education.
The fulfillment of correctional, developmental and educational tasks set by the speech therapist’s work program is ensured through an integrated approach and integration of the efforts of pedagogical and medical specialists and families of students. The implementation of the principle of integration contributes to higher rates of general and speech development of children, a more complete disclosure of the creative potential of each child, the capabilities and abilities inherent in children by nature, and provides for the joint work of a speech therapist teacher , a medical worker , a music director, a physical education instructor, and educators and parents of preschool children.
A speech therapist teacher leads work in the educational field “Speech Development”
, while other specialists join in this
work and plan educational activities in accordance with the recommendations of the speech therapist .
In accordance with the Federal of Preschool Education, the main goal of the speech development of preschool children is:
FORMATION OF SPEECH BODY AND SPEECH COMMUNICATION SKILLS WITH OTHERS BASED ON MASTERING THE LITERARY LANGUAGE OF YOUR PEOPLE.
The tasks of speech development outlined in the Federal State Educational Standard for Education :
A) mastery of speech as a means of communication and culture;
B) enrichment of the active vocabulary;
C) development of coherent, grammatically correct monologue and dialogic speech;
D) development of speech creativity;
E) acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
E) the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write;
G) development of sound and intonation culture of speech, phonemic hearing.
In work on other educational areas ( "Cognitive Development"
,
“Socio-communicative development”
,
“Artistic and aesthetic development”
,
“Physical development”
), with the leading role of other specialists (educators, music directors, physical education instructors),
the speech therapist teacher is a consultant and assistant. It helps teachers choose adequate methods and techniques of work , taking into account the individual characteristics and capabilities of each child with speech impairments and the stage of correctional work . Models of interaction between a speech therapist and preschool teachers are discussed in more detail in the content component of the program .
Thus, the integrity of correctional work is ensured by establishing connections between educational areas and integrating the efforts of specialists and parents of preschool children.
In the speech therapy group, correctional work is a priority, since its goal is to equalize the speech and psychophysical development of children. All teachers monitor the children’s speech and consolidate the speech skills developed by the speech therapist teacher . In addition, all specialists and parents of preschool children, under the guidance of a speech therapist are engaged in correctional and developmental work , participating in the correction of speech disorders and related processes.
1.2. Planned results
As already noted, the main idea of the work program is the IMPLEMENTATION OF EDUCATIONAL TASKS OF PRESCHOOL EDUCATION INVOLVING SYNCHRONOUS ALIGNMENT OF SPEECH AND MENTAL DEVELOPMENT OF CHILDREN WITH SPEECH IMPAIRMENTS.
The results of mastering the work program of a speech therapist teacher are presented in the form of targets. In accordance with the Federal State Educational Standard for Preschool Education, the targets of preschool education are determined regardless of the nature of the program , the forms of its implementation, and the characteristics of children’s development. Targets are not subject to direct assessment in the form of pedagogical and/or psychological diagnostics and cannot be compared with the actual achievements of children. The targets presented in the Federal State Educational Standard for Education are common to the entire educational space of the Russian Federation. The targets of this Program are based on the Federal State Educational Standard for Education and the objectives of this work program . This work program identifies targets for children of senior preschool age.
Towards the targets of preschool education (at the stage of completion of preschool education)
in
accordance with the preschool educational institution program, the following social and normative characteristics of the child’s possible achievements include:
The child has good oral language, can express his thoughts and desires, takes initiative in communication, knows how to ask questions, draw conclusions, knows and is able to retell fairy tales, recite poems, compose stories based on a series of plot pictures or based on a plot picture; he has developed elementary skills of sound-syllable analysis, which ensures the formation of the prerequisites for literacy.
The child is inquisitive, inclined to observe and experiment; he has basic knowledge about himself, about the natural and social world.
The child is capable of making his own decisions based on knowledge and skills in various activities.
The child is proactive, independent in various activities, and is able to choose his own activities and partners for joint activities.
The child is active, successfully interacts with peers and adults; The child has developed a positive attitude towards himself, others, and various activities.
The child is able to adequately express his feelings, knows how to enjoy successes and empathize with the failures of others, is able to negotiate, and tries to resolve conflicts.
The child has self-esteem and self-confidence.
The child has a developed imagination, which he realizes in various types of activities.
The child knows how to obey rules and social norms and is capable of volitional efforts.
The child has developed gross and fine motor skills, he is mobile and resilient, masters basic movements, can control his movements, and knows how to control them.
The effectiveness of correctional speech therapy educational activities is monitored through diagnostic studies 3 times a year with subsequent adjustments to individual plans (routes)
correction and into the content of the entire correctional educational process.
The monitoring results are reflected in the children’s speech cards, which indicate the dynamics of correction of sound pronunciation and the development of speech functions of each child, the final examination of the speech development of the children in the group, the annual report of the speech therapist and the analysis of the effectiveness of the speech therapy group. For diagnosis, the methods of speech therapy examination of O. A. Bezrukova are used. The dates for conducting monitoring studies are September, January, May.
According to the goals and objectives of the educational field “Speech Development”
The main planned result
of work in this area is the achievement by EACH CHILD OF A LEVEL OF SPEECH DEVELOPMENT STANDARDS , PREVENTING POSSIBLE DIFFICULTIES IN ACQUISITIONING SCHOOL KNOWLEDGE DUE TO SPEECH IMPAIRMENTS, AND ENSURING HIS SOCIAL ADAPTATION TATION AND INTEGRATION IN SOCIETY.
At the end of training in a speech therapy group, the child must acquire the following knowledge and skills in the educational field of the Federal State Educational Standard “Speech Development”
:
• Speech understanding;
• Ideas about such areas of the surrounding world as “vegetables”
,
“fruits”
,
“toys”
,
“wild and domestic animals”
,
“clothing”
,
“shoes”
,
“furniture”
,
“dishes”
, and other lexical topics.
• Ability to generalize, knowledge of general concepts on relevant topics ;
• Ability to distinguish the concept of “sound”
,
“word”
,
“sentence”
;
• Ability to compose stories on topics in accordance with the plan , diagram;
• An initial understanding of parts of speech, referred to as “words-objects”
,
“action words”
,
“feature words”
, as well as about the numeral;
• Ability to use word forms in speech (cases, diminutives and others)
;
• An idea of riddles, the ability to compose them according to a diagram and independently;
• The ability to think and operate with symbols, remember and use symbols (pictures, assistant, colors, shapes, taste, material, etc.) when composing sentences and stories.
2. Content component of the work program
preschool speech therapist teacher
2.1. Description of correctional educational activities in accordance with the directions of the child’s speech development
The initial methodological basis for the content of correctional work in a speech therapy group preparatory to school are the provisions developed in Russian speech therapy by L. S. Vygotsky, R. E. Levina, L. E. Zhurova, T. B. Filicheva, G. V. Chirkina and others .
Planning of correctional educational activities in the subglogopedics group is based on the program :
-Exemplary adapted basic educational program for children with severe speech impairments (general speech underdevelopment)
author-compiler N.V. Nishcheva.
Technologies:
-T. A. Tkachenko, N. E. Teremkova
The content of correctional educational activities provides:
Identifying the special educational needs of children with speech impairments;
Implementation of individually oriented medical and pedagogical assistance to children with speech disorders, taking into account the characteristics of psychophysical development and individual capabilities (in accordance with the recommendations of the PMPC)
;
The possibility of children with speech impairments mastering the basic general education program and their integration in an educational institution.
In accordance with the specifics of the speech therapy group, the educational area “Speech development”
put forward in
the work program to the first elements of personality formation.
The main areas of work of a preschool teacher-speech therapist for the correction and development of the speech of children with speech disorders in the speech therapy group in the 2018-2019 academic year in accordance with the educational field “Speech Development”
of the Federal State Educational Standard for Preschool Education are :
1. Nurturing the sound culture of speech (normalization of sound pronunciation)
- development of perception of sounds of native speech and pronunciation;
2. Formation of elementary awareness of the phenomena of language and speech (development of phonemic perception and hearing)
– distinguishing between sound and word, finding the place of sound in a word;
3. Development of an active vocabulary - mastering the meanings of words and their appropriate use in accordance with the context of the statement, the situation in which communication takes place;
4.Formation of the grammatical structure of speech:
A) morphology (changing words by gender, number, case,
B) syntax (mastering various types of phrases and sentences,
B) word formation;
5. Development of coherent speech - monologue (storytelling)
and dialogical
(conversational)
;
6. Preparation for learning to read and write, and further syllable-by-syllable reading and writing;
7. Fostering love and interest in the artistic word.
Contents and organization of educational
correctional speech therapy activities
The content of correctional speech therapy work to overcome speech disorders in children ensures variability and personal orientation of the educational process, taking into account the individual capabilities and needs of children.
The academic year in the preparatory speech therapy group begins on the first of September and lasts nine months (until the first of June)
and is conditionally divided into three periods:
I period - September, October, November;
II period - December, January, February;
III period - March, April, May.
Period from September 1 to September 15 (2 weeks)
is reserved for in-depth diagnostics of children’s speech development, collecting anamnesis, and drawing up plans for correctional
work for the year .
On September 15, organized educational correctional and speech therapy activities with children begin in accordance with the approved work . At the end of the school year, a psychological and pedagogical meeting is held to discuss the dynamics of the individual development of each student. Implementation of the content of the educational field “Speech Development”
carried out through regulated
(GCD)
and non-regulated types of activities (regime moments, games, work, theatrical activities, excursions,
walks , independent activities of children).
The speech therapy group conducts 4 frontal speech therapy sessions (Monday, Tuesday, Wednesday, Thursday)
lasting 20-25 minutes.
The rest of the time in the speech therapist’s work is occupied by individual work with children . On Friday, the speech therapist teacher conducts only individual work , individual lessons with children or consulting with preschool teachers and parents.
The speech therapist prescribes evening appointments with parents on Fridays as needed, but not more often than twice a month. When planning GCD, the speech therapist and educator take into account the thematic principle of material selection, with the constant complication of tasks. When studying each topic, a vocabulary minimum is determined (passive and active, based on the speech capabilities of the children. It is recommended to correlate the topic with the time of year , holidays, significant events in the lives of children. As part of the study of each topic, the teacher-speech therapist and educators work to clarify , enrich and activation of the dictionary, formation of inflection and word formation skills, development of coherent statements.A mandatory requirement for the organization of training is the creation of conditions for the practical application of the knowledge being formed.
Due to the fact that in the speech therapy group individual work with children is carried out, it is necessary to ensure that children leave earlier (by 10-15 minutes)
for an evening
walk compared to mass groups.
As noted above, all correctional work with children with speech impairments is built in close connection with other specialists working in kindergarten . Models of interaction between a speech therapist and preschool teachers are presented in the diagrams.
Joint correctional activities of a speech therapist and educator .
The tasks facing the speech therapist teacher
Tasks facing the teacher
1. Creating conditions for the manifestation of speech activity and imitation, overcoming speech negativism 1. Creating an environment for the emotional well-being of children in the group
2. Examination of children’s speech, mental processes associated with speech, motor skills 2. Examination of the general development of children, the state of their knowledge and skills according to the program of the previous age group
3. Filling out a speech card, studying the examination results and determining the level of speech development of the child 3. Studying the results for the purpose of long-term work
4. Discussion of the survey results.
5. Development of children’s auditory attention and conscious perception of speech 5. Education of children’s general and speech behavior, including work on the development of auditory attention
6. Development of visual, auditory, verbal memory 6. Broadening the horizons of children
7. Teaching children the processes of analysis, synthesis, comparison of objects according to their components, characteristics, actions 7. Development of children’s ideas about time and space, shape, size and color of objects (sensory education of children)
8. Development of mobility of the speech apparatus, speech breathing and, on this basis, work on correcting sound pronunciation 8. Development of general, fine and articulatory motor skills of children
9. Development of phonemic perception of children 9. Completing tasks and recommendations of a speech therapist
10. Teaching children the processes of sound-syllable analysis and word synthesis, sentence analysis 10. Consolidating speech skills acquired by children in speech therapy classes
11. Development of perception of the rhythmic-syllable structure of a word 11. Development of children’s memory by memorizing speech material of various types
12. Formation of sentences of different types in children’s speech according to models, demonstration of actions, questions, according to the picture and according to the situation 12. Monitoring the speech of children on the recommendation of a speech therapist, tactfully correcting errors
13. Preparation for mastery, and then mastery of the dialogical form of communication 13. Development of children's dialogical speech through the use of mobile, speech, board and printed games, role-playing and dramatization games, theatrical activities of children, assignments in accordance with the level of development of children
14. Development of the ability to combine sentences into a short story, compose descriptive stories, stories based on pictures, series of pictures, retellings based on the material of the teacher’s classes to consolidate his work 14 . Formation of the skill of writing a short story and retelling.
2.2. Description of variable forms, methods, methods and means, implementation of the speech therapist’s work program
Based on the goals and objectives of the work program of the speech therapist teacher , the following documents were drawn up regulating the work in the senior speech therapy group for the 2018-2019 academic year:
— Annual work plan for a speech therapist teacher for the 2018-2019 school year, which includes plans for working with preschool teachers , with parents, with children, and a plan for self-education.
— Long-term plan of work in the senior , preparatory speech therapy group for the 2018-2019 academic year
— Calendar plan of work in the senior , preparatory speech therapy group for the 2018-2019 academic year.
Work program of a speech therapist teacher
Improving the pronunciation aspect of speechStrengthen the skills of clear pronunciation of sounds (vowels and consonants) found in children’s speech. To develop the ability to differentiate preserved sounds by ear and speech, relying on their acoustic and articulatory features, and on visual and graphic symbolism.
Correct the pronunciation of impaired sounds ([l], [l'], [j], [s], [s'], [z], [z'], [ts], [sh], [zh], [r ] etc.).
Develop the ability to differentiate sounds according to paired characteristics (vowels - consonants, voiced - voiceless, hard - soft, whistling - hissing, etc.).
Strengthen the pronunciation of sounds as part of syllables, words, sentences, texts.
Practice pronouncing polysyllabic words with open and closed syllables, with and without consonants.
Introduce words of complex syllabic structure into children’s independent statements.
To develop the correct rhythmic-intonation and melodic coloring of speech.
Development of lexical and grammatical means of the language
Expand your vocabulary in the process of studying new texts (turtle, porcupine, hedge, porch, shell, museum, theater, land, curtain, exhibition).
Activate word-formation processes: the use of names formed by compounding words: beekeeper, book lover, white-trunked birch, long-legged - long-haired girl, loudspeaker
;
adjectives with different meanings of correlation: wicker fence, reed, tiled roof
, etc.
Learn to use nouns with an augmentative meaning ( voice, nose, home
).
Improve the skills of selecting and using antonyms in speech - verbs, adjectives, nouns ( roll in - roll out, bring in - take out, greed - generosity, pale - ruddy
).
Explain the meanings of words based on their word-formation structure ( footballer - an athlete who plays football
).
Exercise in the selection of synonyms and their practical use in speech ( stingy, greedy, brave, courageous, sloppy, sloppy, dirty
).
Learn to use simple and complex prepositions differently in speech.
Learn to form the comparative degree of adjectives ( kinder, meaner, sweeter, thicker, further
);
complex compound adjectives ( dark green, bright red
).
Develop understanding and explain the figurative meaning of the expressions: broad soul, burn with shame.
Improve the ability to transform the names of professions m.r. into the profession R. ( teacher - teacher, basketball player - basketball player
).
Teach children to transform one grammatical category into another ( dance - dance - dancer - dancer - dancing
).
Development of independent detailed phrasal speech
Strengthen the ability to identify distinctive features of objects; make up riddles based on these signs.
Improve skills in comparing items and objects; compiling stories and descriptions of each of them.
Learn to select rhyming words, make pairs, chains of rhyming words; phrases with rhymes.
Practice constructing sentences using supporting words.
Develop skills in composing a narrative story based on events in a given sequence.
Exercise in the dissemination of sentences by introducing homogeneous members (predicates, subjects, additions, definitions).
Learn to analyze the cause-and-effect and temporal relationships that exist between parts of the plot.
Strengthen the skills of composing a story based on a picture (based on question-and-answer and visual-graphic plans).
Continue learning to compose a story based on a series of plot pictures; memorize nursery rhymes and poems.
Improve the skills of retelling a story, a fairy tale based on picture and question plans.
To develop skills in composing sentences with elements of creativity (with elements of fables, fantasy fragments).
Learn to compose stories with creative elements (adding, changing individual episodes).
Preparing to master basic writing and reading skills
Develop voluntary attention and auditory memory.
Reinforce the concepts of “sound” and “syllable”.
Improve skills in distinguishing sounds: speech and non-speech, vowels - consonants, hard - soft, voiced - voiceless, as well as sounds that differ in the method and place of formation, etc.
To develop the ability to isolate the initial vowel sound under stress from the composition of a word ( u - duck
).
Learn to analyze a sound series consisting of two - three - four vowel sounds.
Learn to analyze and synthesize a reverse syllable, for example: an
.
To develop the ability to highlight the last consonant sound in a word, for example: ma k .
Learn to isolate the first consonant sound in a word, for example: to from.
To develop the ability to isolate a vowel sound in the position after a consonant (in syllables, words).
Learn to analyze and synthesize direct syllables, for example: sa, pa.
Introduce letters corresponding to correctly pronounced sounds ([a], [o], [u], [s], [p], [t], [k], [l], [m] - the number of letters studied and the sequence their study is determined by the speech therapist depending on the individual characteristics of the children); learn to analyze their optical-spatial and graphic features.
Learn to carry out sound-letter analysis and synthesis of syllables.
Develop optical-spatial orientation.
Develop grapho-motor skills.
