Annotation:
The material presented in the methodological recommendations “Initial stages of correctional and developmental work with speechless children” will help speech therapists and parents in the formation of speech through a coordinated impact on non-speech functions in the process of leading activities.
This article describes in detail: a polymorphic group of children with an inability to use the means of language. In compensatory preschool educational institutions, children included in this group may have speech development delays (up to 4 years), general speech underdevelopment, and alalia. The characteristics of children with this speech pathology develop under conditions of dysontogenesis.
The main stages of work, taking into account the level of development at which the child is at the beginning of education.
The implementation of this material can be included in the pedagogical process: in classes of the cognitive cycle, games, work, free activity, entertainment, leisure.
Speechless children are a conventionally identified polymorphic group of children with an inability to use language. In compensatory preschool educational institutions, children included in this group may have speech development delays (up to 4 years), general speech underdevelopment, and alalia. The basis for their combination is the following provisions:
1. Children with this speech pathology develop under conditions of dysontogenesis.
Ontogenesis is understood as the individual development of an organism, which is especially intense before reaching puberty. The term “dysontogenesis” refers to deviations of prenatal (intrauterine), natal (during childbirth) formation of body structures from normal development, which can actively develop in postnatal ontogenesis, mainly early, when the morphological systems of the body have not reached maturity. (The development of a child occurs on a defective basis. When brain cells are damaged, immature, inactivated, the processes of neurodynamics - cell maturation - are disrupted).
The development of a child in conditions of dysontogenesis determines the presence of stable neurological symptoms in the form of minimal cerebral cerebral dysfunction (MCD or MMCD), which is a long-term consequence of “perinatal encephalopathy” (the diagnosis of “perinatal encephalopathy” is made only in the first year of a child’s life) and is manifested by increased excitability, emotional instability, impaired perception, diffuse and mild focal neurological symptoms. Motor development is not severely affected, but a kind of motor clumsiness and erased motor disturbances are revealed. In children with a history of minimal cerebral dysfunction, you will find scattered neurological symptoms: asymmetry of facial innervation, there may be the presence of slight spasticity, valgus or vargus position of the feet, scoliosis, strabismus, a slight decrease in visual acuity, signs of partial motor immaturity (tremor manifested during exercise, excitement), a lag in the formation of general dynamic praxis. In the mental state of these children, certain features of general emotional-volitional immaturity, insufficiency of active attention functions, fatigue or increased excitability are noted. The pathogenetic basis of this condition is the delayed maturation of late-forming brain structures and functions.
In psychoorganic syndrome, the neurological and psychological disorders described in the first group (MMCD) will manifest themselves more roughly in the form of:
a) hypertensive-hydrocephalic syndrome (increased intracranial pressure). Its signs: the severity of the frontal tubercles, an increase in head circumference, an expanded venous network in the forehead, temples and eyelids. Impairments in mental performance are manifested in this syndrome in the form of increased fatigue and exhaustion and are combined with a lack of memory, attention, switchability, slowness of thought processes, insufficient purposefulness, tendency to side associations. Some children are characterized by increased excitability and irritability. These children do not tolerate heat, transport, and complain of headaches and dizziness;
b) cerebrasthenic syndrome, which manifests itself in the form of increased neuropsychic exhaustion, emotional instability, disturbances of active attention and memory. In some cases, the syndrome is combined with manifestations of hyperexcitability - signs of general emotional and motor anxiety, in others - with a predominance of lethargy, lethargy, and passivity.
c) neurosis-like syndromes in the form of fears, sleep disturbances, tics of the muscles of the face and limbs, transient or more persistent enuresis;
d) rare or episodic convulsive conditions or epi-syndrome,
e) motor disorders: asymmetry of tendon reflexes, unstable gait with residual effects of hemisyndrome or cerebellar syndrome (tremor, impaired coordination of movement and articulatory motor skills).
f) more severe visual impairment (partial atrophy of the optic discs, etc.).
2. Damage to the central nervous system of varying severity determines disturbances in the formation of mental, preverbal and actual verbal functions in the form of:
- absence or sharp limitation of babbling in some children (a sign of dysontogenesis),
- possible disturbance of sensations in the form of hypo- and hyperesthesia (changes in the sensitivity threshold), hyperacusis (increased sensitivity to sounds that are indifferent to others: the noise of crumpling paper, the rustling of matches in a box, the sound of dripping water. Noises become a super-strong irritant for immature cortical cells), which indicates disturbances in the hindbrain area, where information about the outside world is received and processed,
— undeveloped communication skills: from refusal of contacts to selectivity in communication (difficulty making eye contact, inability to listen, etc.),
- violation or insufficiency of gnostic-praxic functions (auditory gnosis - discrimination based on recognition, praxis - purposeful actions, complex movements, articulatory praxis - articulatory movements and postures),
— behavioral disorders (negativism, hyperactivity, etc.),
— unity of the mechanism of violations.
Children with alalia widely use kinetic language - emotional, indicative, and figurative gestures.
Imaginative and conceptual thinking, which is expressed in non-verbal form, does not suffer. Children correctly understand the formed spatial relationships, but they reflect them incorrectly in speech.
3. ZRR, ONR, alalia, have the same nature, brain mechanisms of disorders.
The development of the verbal function itself is associated with left hemisphere lateralization of functions (transfer of functions from the right hemisphere to the left). Alalia is diagnosed if the connection between brain areas is severely disrupted. With delays in speech development, lateralization occurs at the wrong time, interaction between zones is defective, and development lags behind. General underdevelopment of speech is noted when the period of active development has passed (after 5 years). The reasons for the delay are broader: motor disorders, sensory deprivation, etc. The symptoms of RDD, ODD and alalia are different, the reason is the same - the brain structures do not mature. Compensation can be carried out directly, as in case of delays, or in a roundabout way, as in case of alalia and underdevelopment.
Alalia is the absence or underdevelopment of speech due to organic damage to the speech areas of the cerebral cortex in the prenatal or early period of a child’s development.
Alalia (according to V.A. Kovshikov) is considered as a language disorder, which is characterized by the impossibility or destruction (disorder) of generating language operations.
“Speech therapy classes with speechless children.” Author: Dubrovina Elena Alexandrovna
Author: Dubrovina Elena Alexandrovnateacher-speech therapist MBDOU "Kindergarten No. 34"
A practice-oriented project aimed at increasing the potential for full speech development of preschool children.
Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand. (Eastern wisdom)
Relevance of the project.
In modern conditions, when the rate of information obsolescence is very high, the reorientation of the educational process from methods that facilitate the assimilation of a large amount of information to methods aimed at developing the ability to think, analyze, independently find and generalize information, and draw conclusions is becoming increasingly important. 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. According to American educators W.H. Kilpatrick, John Dewey, a child should acquire experience and knowledge through “doing”, during the study of a problematic learning environment, making various projects, diagrams, conducting experiments, finding answers to controversial questions. In their opinion, the project involves “energetic, heartfelt activity.”
The method of project activity allows introducing new content into education, developing 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 project method in kindergarten has become one of the most important components in organizing direct 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, through trial and error, does a child acquire—“appropriate”—knowledge and experience.
Design is an important area of children's cognitive activity, which is not compensated by the development of other forms of activity in preschoolers. Project activities have a number of characteristics that have a positive impact on the development of a preschool child. First of all, during project activities, children’s knowledge about the world around them expands. This is primarily due to the implementation of research and creative projects. In addition, children’s general abilities develop – cognitive, communicative and regulatory. Already at preschool age, a child acquires the skill of publicly expressing his thoughts. During project activities, preschoolers acquire the necessary social skills - they become more attentive to each other, and begin to be guided not so much by their own motives as by established norms. Project activity also affects the content of children’s play activities - it becomes more diverse, more complexly structured, and preschoolers themselves become interesting to each other. It is impossible not to say about the influence of project activities on the teacher. Design forces the teacher to constantly be in the space of possibilities, which changes his worldview and does not allow the use of standard, template actions, and requires daily creative, personal growth. During the project activities, parent-child relationships also develop. The child turns out to be interesting to parents because he puts forward various ideas, discovering new things in already familiar situations. The life of the child and parents is filled with rich content. Children's potential for full development, including speech, increases.
But it’s worth thinking about, is it possible for a speech therapist teacher to use the project method in his work with children with special educational needs? Is it worth starting such complex work with those who have problems in speech development? My own experience allows me to answer unequivocally - yes! On the contrary, such children, perhaps even more than others, need to use the project method, since it allows them to increase interest, motivation, and cognitive activity, which, as a rule, are reduced in children with speech disorders. Having understood the subject in detail, it is easier for such children to understand, “accept” new information, and master a new skill.
The only difference is that the speech therapist must study in advance the capabilities of children with speech problems, determine for himself the main goals, directions in work, distribute responsibilities in working on the project, carefully monitor all the children’s actions, but on the other hand, give them the opportunity to independently assess their activities, use self-control techniques.
Modern speech therapy is in 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 children with speech disorders.
Experience and modern research show that the pedagogical process can only increase the capabilities and quality of development of a child with speech underdevelopment to the extent that the teacher knows how to competently manage it. Success is determined by the methods and techniques of a student’s education. The use, along with traditional ones, of innovative pedagogical technologies opens up new opportunities for the education and training of preschoolers with speech impairments, and the project method has become one of the most effective today.
This method is relevant and effective. 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.
“In productive activities, the development of perception and awareness of speech by children occurs much faster, since speech acquires a truly practical orientation and is of great importance for the performance of a particular activity,” writes S.A. Mironova about the importance of practical experience for preschoolers with speech disorders.
By solving various cognitive and practical problems during the design process together with adults and peers, children with speech underdevelopment motivatedly enrich and activate their vocabulary, learn to speak publicly, and communicate adequately with others.
Of course, the project method cannot be considered in speech therapy as independent; it becomes part of generally accepted time-tested technologies, and brings into them the spirit of modernity, new ways of interaction between the speech therapist and the child, new incentives, serves to create a favorable emotional background, promotes the inclusion of intact and activation of impaired mental functions.
Many years of experience in speech therapy work have made it possible to identify some difficulties and contradictions that may arise in the process of implementing this issue. Firstly, there is a steady trend towards an increase in the number of children with speech disorders. Solving speech correction problems is a hot topic in preschool age.
Secondly, the information density of the preschool stage of children’s education and preparing them for school requires the speech therapist to solve complex problems of finding effective forms and methods of work. To increase children's interest in speech therapy classes, we need a variety of creative tasks and new approaches to correctional work.
Thirdly, the child’s weak motivation for cognitive activity, the lack of full speech activity on the one hand, and the low level of interest and competence of parents in matters of children’s speech development.
Fourthly, the degree of development of the problem. In modern literature, more and more articles and publications are appearing that in one way or another touch on the topic of using the project method in working with preschoolers. But the area of application of this method in speech therapy practice remains poorly developed.
I was faced with the problem of organizing a system of work using project methods in solving problems of preventing and correcting speech disorders with preschool children. One of the ways to solve this problem was the development of the Speech Therapy Paths project. The project is aimed at creating conditions for the full speech development of preschool children.
Speech therapy paths are various directions in correctional work with a child with speech impairments, “paths” leading the child to fully developed speech: the formation of articulatory motor skills, the development of correct speech breathing, phonemic processes, the acquisition of correct sound pronunciation, the development of the lexical and grammatical aspects of speech, coherent statement. And each such path the child must “pass” consciously, understanding and accepting, maximizing the knowledge and experience of this activity, and, as expected, one of the most effective methods in solving this problem is the project method in speech therapy practice. This method of speech therapy projects is presented as a way of organizing the correction process, based on the interaction of the speech therapist teacher, child, parents and educators.
The project is intended for children 5 – 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 “appropriate” the knowledge and skills that the child acquires in the process of practical activities, will increase the child’s motivation and the interest of parents in their speech development children.
Project objectives 1. To awaken in the child the desire to actively participate in the process of speech correction. 2. Develop children's speech and creative abilities. 3. Activate the processes of perception, attention, memory. 4. Increase the volume of correctional intervention, 5. Increase motivation and interest in speech therapy classes, and involve children in the process of active learning. 6. Encourage children to collaborate. 7. Unite the efforts of teachers and parents in joint activities to correct speech disorders, and make wide use of parental potential. 8. Stimulate joint productive activities of children and parents.
Expected result: 1. The use of 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; — successful social adaptation in preschool educational institutions and family; — development of sustainable motivation for speech self-realization.
For parents: - positive assessment of the activities of the preschool educational institution; - readiness and desire to help; — activation of the pedagogical potential of parents, — acquisition and use of knowledge on issues of speech development of children; — parents mastering regular reflection of the child’s achievements; - a feeling of satisfaction from joint creativity.
For teachers - a 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;
For preschool educational institutions - favorable conditions for the professional growth of teachers;
Practical significance of the project 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.
Project type: practice-oriented, long-term.
Project implementation period – 1 year
Project implementation stages and strategy
I. Preparatory stage (information and analytical): Disclosure of the meaning and content of the upcoming work, 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 current 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):
1. Speech therapy project “Obedient Breeze” Objectives: • Formation in children the concept of a healthy lifestyle and proper breathing; teaching children the technique of diaphragmatic relaxation breathing • Acquiring by children the skills of differentiating nasal and oral breathing, the effectiveness of using speech breathing • Forming the strength, smoothness and direction of the exhaled air stream; • Increasing the competence of educators in this area • Attracting the attention of parents to joint work on the development of correct speech breathing in children.
Type of project: Practice-oriented, short-term, collective Implementation period: September-October
Contents of the work: Working with children • Development of the strength and focus of the air stream in children in speech therapy classes, when performing gymnastic exercises and in games in morning exercises, in physical education classes. • Game exercises for the development of physiological (lower diaphragmatic) and speech breathing using multimedia presentations, colorful illustrations, special aids; • Lesson with children on the topic “Health” • Inventing and producing a manual for breathing exercises Working with families • Consultations for parents on the topics “Formation of correct speech breathing”, “Breathing and unity of speech”, “Breathing exercises” • Memos for parents “Obedient” breeze”, “Let’s breathe correctly. Game exercises for the development of breathing" • Together with children, inventing and producing manuals for practicing breathing exercises. Work with teachers • Consultation with the workshop "Games for the development of speech breathing in children"; • Production of special aids for conducting breathing exercises with children; • Practical application of the results of child-parent creativity in the morning correctional gymnast Practical result of the project • Design of the exhibition “Obedient Breeze” • Practical application of the project products in the morning correctional gymnast
2. Speech therapy project “The Tale of the Cheerful Tongue” Objectives: • Formation of ideas about the speech organs, their importance for correct sound pronunciation, • Development of subtle differentiated movements of the articulatory apparatus using non-traditional complexes • Increasing the interest of parents in the correctional process • Increasing the competence of educators in this area .
Type of project: Information-practice-oriented, short-term, collective Implementation period: October
Contents of the work: Working with children • Introduction to the structure of the speech organs through a speech therapy fairy tale • Subgroup/individual learning of complexes of articulation exercises using colorful illustrations, multimedia presentations “Tales of the Merry Tongue”, didactic dolls • Collective inventing of a fairy tale about the Merry Tongue • Drawing illustrations for the tale of the Cheerful Tongue Work with the family • Reminders “Structure of the articulatory apparatus” • Practical lesson “Performing basic articulation exercises” • Individual demonstration of exercises aimed at developing the articulatory structure of a specific group of sounds. • Together with the child, making a page or articulation cube “The Tale of the Cheerful Tongue” Work with teachers • Consultation “Sound pronunciation disorders. Causes. Types" • Workshop "Place of articulatory gymnastics in group mode. Methodology for performing articulation exercises" • Practical application of the results of child-parent creativity in the morning correctional gymnast Practical result of the project • Final lesson - “Presentation of articulation cubes, a collective homemade book “Tales of the Happy Tongue” • Practical application of the project products in the morning correctional gymnast
3. Speech therapy project “Rhymes” Objectives: • Attracting the child’s interest and attention to the sounding word • Development of phonemic hearing and perception in children. • Development of the ability to select a paired word for a word that differs from the given word by one sound. • Attracting the attention of parents to joint work on the development of phonemic processes in children.
Project type: Practice-oriented, short-term, individual Implementation period: November
Contents of the work: Working with children • Development of phonemic hearing and perception of children in speech therapy classes. • Children acquire the ability to find words that are similar in sound content, establish how they differ, select paronymic words, replacing one sound in a word, and highlight the sound that changes the word. • Designing the cover of your own little book “Rhymes”, coming up with pairs of paronyms and drawing appropriate illustrations Working with the family • Consultation - workshop for parents “First steps in literacy. Formation of phonemic processes in children" • Questioning parents on the topic "Phonemic processes in children" in order to identify ideas about phonemic processes and the need for their development, in order to attract the attention of parents to this problem. • Memo for parents “The Magic World of Sounds” (games for the development of phonemic concepts) • Making a baby book “Rhymes” together with your child Work with teachers • Consultation-workshop for teachers “Recommendations for teachers on the development of phonemic processes in children” • Consultation for teachers “Formation of sound analysis skills in children with speech disorders” • Consultation-workshop for music directors “Recommendations for the development of phonemic processes in the process of music correction work with preschoolers” Practical result of the project • Presentation and exhibition of hand-made baby books “Rhymes” children, • Creating a mini-library from homemade books
4. Speech therapy project “Difficult sounds” Objectives: • Identification of the organs involved in the formation of human speech sounds • 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 qualitative correction of the pronunciation defect. • Increasing the interest of parents in the correctional process • Increasing the competence of educators in this area
Project type: Research, practice-oriented, long-term, individual Implementation period: During the entire period of sound pronunciation correction
Contents of the work: Working with children • Acquaintance with the organs of articulation through the “Tale of the Cheerful Tongue” • Use of gaming techniques of articulation analysis in individual lessons for correcting sound pronunciation “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 studied sound • Study of the pronunciation features of each studied sound, gradual (as each disturbed sound is posed and automated) design of the booklet “Difficult sounds” Work with the family • Consultation for parents “Sound pronunciation disorders and its causes"; • Maintaining an individual booklet “Difficult Sounds” together with the child • Using the booklet in the process of reinforcing the correct pronunciation of sounds at home on the instructions of the speech therapist. Work with teachers • Consultation “Sound pronunciation disorders. Causes. Types” • Compiling together with the children a general booklet “Difficult Sounds” (for all sounds) • Using the booklet 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 “Difficult sounds”, their practical use when doing home exercises. • Compiling together with the children a general booklet “Difficult Sounds” (for all sounds) and using it in the process of reinforcing the correct pronunciation of sounds as instructed by the speech therapist. • Replenishment of the mini-library from homemade books
5. Speech therapy project “Everything in order” Objectives: • Formation of children’s skills in constructing a coherent and holistic descriptive story; • Development of logical and figurative thinking and observation skills in children; • Formation in preschoolers of the ability to operate with generic concepts (“animals”, “insects”, “dishes”, etc.); • Deepening children's knowledge about the environment; • Improving the communication skills of children • Increasing the interest of parents in the correctional process • Increasing the competence of educators in this area
Type of project: Information-practice-oriented, long-term, collective Implementation period: During the academic year
Contents of the work: Working with children • Using visual support diagrams to compile descriptive stories on various lexical topics; • Formation of an album of descriptive stories developed independently by children and compiled together with the teacher; Work with families • Lecture for parents “And speech flows like a river” (development of a holistic, consistent coherent utterance of children) Work with teachers • Pedagogical piggy bank “Development of a full-fledged coherent utterance of an older preschooler.” • Helping children create their own narrative schemes to form a collective album “Everything in Order” • Its practical use; Practical result of the project • Design of the collective album “Everything in Order”, its presentation in class, • Practical use • Replenishment of the mini-library from homemade books
6. Speech therapy project “Very important words” Objectives: • Development of the grammatical structure of speech • Formation in children of the idea of prepositions as separate independent words; • Developing children's interest in their native language • Increasing parents' interest in the correctional process • Increasing the competence of educators in this area
Type of project: Information-practice-oriented, long-term, collective Implementation period: During the academic year
Contents of work: Working with children • Introducing children to prepositions in classes and in specially organized games, • Using models of prepositions • Compiling sentences with a given preposition • Observing prepositions in the Russian language • Participating in the creation of “Very Important Words” piggy bank pages Work with the family • Lecture for parents “Formation of literate speech of a preschooler” • Periodically filling out the “Very Important Words” page in the child’s individual folder with drawings of models of the prepositions being studied. Work with teachers • Organization of special games and exercises to develop the ability to use prepositions in speech; • Together with the children, replenish the “Very Important Words” piggy bank for each pretext practiced by the speech therapist teacher in special classes. • Practical use of this manual. Practical result of the project • Creation of a piggy bank “Very Important Words” • Practical use • Familiarization of children and parents with the results of the project at the final presentation
7. Speech therapy project “Such different words” Objectives: • Observation of linguistic reality, words of different categories; • Formation of initial ideas about the variety of words in the Russian language; • Development of linguistic sense. • Involving parents in children's search activities • Forming children's interest in their native language.
Type of project: Information-practice-oriented, long-term, collective/individual Implementation period: During the academic year
Contents of work: Working with children • Introducing children to some synonyms, antonyms, paronyms, unchangeable words in classes and in didactic games; • Selection of material and illustration of pages for the collection of dictionaries. Work with families • Creating pages together with children for a collection of dictionaries • Lecture for parents “Development and enrichment of a preschooler’s vocabulary” • Memo for parents “Give me a word” (games to enrich a child’s vocabulary) Work with teachers • Pedagogical collection “Games and exercises for enrichment” Dictionary for Preschool Children"; • Practical application of a collectively made piggy bank of dictionaries, assistance in its periodic replenishment. Practical result of the project • Creation of a collective piggy bank of dictionaries: - “Stubborn words” (unchangeable) - “Words-friends” (synonyms) - “Words on the contrary” (antonyms) - “Words -twins" (paronyms) • Replenishment of the mini-library from homemade books • Familiarization of children and parents with the results of the project at the final presentation
8. Speech therapy project “Moneybox of “difficult” words” Objectives: • Formation of the syllabic structure of words • Development of phonemic processes • Attracting the attention of parents and teachers to joint work on the development of the syllabic structure of words in children.
Project type: Practice-oriented, long-term, individual Implementation period: During the entire period of correctional work
Contents of work: Working with children • Games and exercises to prevent violations of the syllabic structure of words; • Direct correction of defects in the syllabic structure of words in a particular child. (careful and consistent practice of each type of syllabic structure, first on the material of words, then on the material of phrasal speech) • Design of the cover of a piggy bank book of “difficult” words, gradual, as complex words and phrases are practiced, accumulation of pictures with the corresponding syllabic patterns underneath them Work with families • Lecture for parents “Oh, these “difficult” words” (prevention of violations and development of the correct syllabic structure of the word) • Memo for parents “Oh, these difficult words” • Helping the child in designing a piggy bank book of “difficult” words, gradual, as complex words and phrases are practiced, the accumulation of pictures with the corresponding syllable patterns under them. • Using this manual to reinforce speech material during homework. Work with teachers • Diagnostic tools to help teachers of different age groups in kindergarten to monitor the level of development of the syllabic structure of words in children • Pedagogical piggy bank “Formation of the syllabic structure of words in ontogenesis. Recommendations for the prevention of violations and the development of syllable structure in preschool children" Practical result of the project • Design of a piggy bank book of "difficult" words. • Replenishment of the mini-library from homemade books • Familiarization of children and parents with the results of the project in individual lessons
9. Speech therapy project “ABVGDEYKA” Objectives: • Mastering the image of a letter; • Involving each child in an active educational creative project to create a “Fun ABC” • Training in selecting tools and materials to implement their creative ideas, presenting the results of their work in the form of a presentation. • Fostering children's interest in creative interaction when working together. • Attracting the attention of parents and teachers to joint work on the development of the syllabic structure of words in children.
Type of project: Research and creative, long-term, collective Implementation period: During the academic year
Contents of the work: Working with children • Preliminary work: Games and exercises for mastering the image of letters. • Analysis of existing ABCs. • Illustration of each letter as it is studied, • Presentation (story about the letter, examination of the collage), placement of a page with a letter at the exhibition “Fun ABC” • Preparation and participation in the holiday “ABVGDEYKA” Work with the family • Help in making a page with a letter ( drawing, making from various waste materials...), • Creating a collage for a given letter (selecting words for the sounds that the letter stands for, determining the position of the sound in a word) Work with teachers • Conducting games and exercises to master the image of letters. • Coordination of the process of creative research activities, • Helping children find sources of information, • Supporting and encouraging children’s activity. Practical result of the project • Final exhibition-presentation “Fun ABC” • Speech festival “ABVGDEYKA”
III. The final stage of the project:
Objectives: 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 project activities of children and parents through exhibitions, presentation of a mini-library of homemade books, collectively created albums, organization of the ABVGDEYKA holiday. 3. Presentation of the project “Speech therapy paths” for speech therapists and teachers of the Moscow Academy of Preparatory Educational Institutions and the city.
The final product of the project will be: • Formed stable motivation of children for speech self-realization. • Increasing the literacy of parents in matters of raising and educating children with speech disorders, providing them with support and assistance in the correctional process • Increasing the professional competence of teachers of the Moscow Preschool Educational Institution 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. 3. Lack of conditions for carrying out any planned event. Ways of correction: carrying out another event that contributes to the achievement of the intended goals and implementation of the assigned tasks.
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. But this activity should have a correctional focus, that is, by solving various cognitive and practical problems during the design process together with adults and peers, children with speech underdevelopment should exercise their speech abilities, train language 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. 6. Fadeeva Yu.A., Zhilina I.I. Educational projects in a group for children with special needs. M., 2012
Language subsystems are disrupted:
1. Lexical (choice of words, i.e. actualization, presence of verbal paraphasias). Children with motor alalia can update low-frequency words, but cannot update simple ones. Concepts formed in the expressive cannot be used in active speech, which manifests itself in incorrect search and choice of words.
Verbal paraphasias are verbal substitutions caused by instability of the sound and semantic appearance of a word, characteristics of verbal memory, expansion or narrowing of the meanings of words:
- mixture of species characteristics (earth and moon),
— the whole replaces the part (cheeks, face, coat pocket), and vice versa (glass window),
- the child addresses only the function (stove fry),
— a situational attribute of an object (scales store), a particular attribute of an object (a big cloud), incorrect associations (carousel circus) are updated.
- replacements with onomatopoeias, replacements with neologisms (belly - pupon, pig - parasyukha),
- sound and rhythmic features are extracted from memory (chsh - kettle, oars - buckets),
— morphological characteristics (lizard caterpillar).
2. Morphological (word structure). The word is perceived indivisibly by a child with alalili. Root words without inflections are used. Prefixes and suffixes are not used, or are broken (drove up). The roots, as a rule, remain intact (maybe in a transformed form). When changing the form of a word, the emphasis is preserved (house houses, eyes eyes);
3. Morphosyntactic (i.e., expressions of relations and connections - declension, conjugation; incorrect agreement of nouns with adjectives in case),
4. Phonemic (selection of phonemes within a morpheme). Sounds are subject to inconsistent substitutions, omissions, and rearrangements. They can be pronounced correctly in different contexts. Reason: the child takes into account only one sign, and not a set of meaningful features. Contrasts are used better, shades worse.
5. Semantic-syntactic (at the level of sentence and text). At the sentence level: the absence of a predicate (verb) or its placement at the end of the sentence, which is typical for children with speech delays. Reducing complex semantic-syntactic structures to simple ones. Incorrect use of conjunctions (Mom told the children that’s why it was raining). In the text, the means of communication are poor and simple (then..., then...). The unformed structure of a sentence is determined by the immaturity of language operations: the choice of words and the construction of a plan of utterance (internal programming)
Children with sensory alalia experience decreased hearing for high-frequency tones and a peculiar impairment of non-speech (hyperacusis) and speech (phonemic) hearing. Echolalia (reproduction of words without comprehension and consolidation in speech) is noted and is an important diagnostic criterion.
When they have their own speech, children intone expressively. Pronunciation is characterized by approximateness, an abundance of paraphasias (substitutions), elision (omission of sounds, parts of a word), perseverations, contaminations (one part of a word is combined with a part of another word) is revealed.
Alalia is more often observed in left-handers and ambidextrous people.
Logomag
Approximate types of activities for speechless children for the summer.
Dear parents, the program is designed specifically for your activities with your child. We are convinced that by organizing summer time taking into account the following recommendations, you will be able to achieve positive results in speech development. Considering that “summer air” has a beneficial effect on the development of the nervous system, we suggest spending most of the day outside, and most games contribute to the implementation of this recommendation.
Tasks:
development of motivation for speech activity, expansion of the internal vocabulary, development of higher mental functions that are part of the functional speech system, development of productive activities, familiarization with the outside world.
Basic Rules:
- We rely on the child’s initial capabilities: if the child can and wants to repeat after you, that’s great. If he can’t or doesn’t want to at the moment, continue studying - your information will enter his internal lexicon (passive dictionary).
- Your main goal is maximum sensory impressions with a short, emotional verbal comment. For example, a child is digging in the dirt, and you are nearby: “Wow, you are so dirty” with genuine delight.
Formation of skills in pronouncing onomatopoeia and first words.
The game “Finger walker” for onomatopoeia, like this:
Game "Blanket Car".
An adult lays a small blanket on the floor, the child sits on it, receiving something in his hands that imitates a steering wheel. The child is explained that he is driving a car and needs to “honk” by saying “beep”. An adult, taking the blanket by two corners, rolls the child around the room, stimulating him to pronounce onomatopoeia. The adult invites the child to say goodbye to the toy, leaving the room: “Bye!”, stimulates the child to reproduce the gesture.
“Trash” - the speech therapist and the child take turns throwing various pieces of paper and rags into the box, while shouting “op” - if it hits, “boom” - if something falls with a crash.” At the same time, the speech therapist accompanies all this with the words: throw, throw, throw. Thus, the child is brought to the realization that the same action can have different meanings “Rain”. Scatter rice, buckwheat, marking the cereals with rain and pronounce the onomatopoeia “Drip-drip”. "Snow". To reinforce the simple word “cotton wool,” you can blow cotton wool off the table, pinch off a large piece of cotton wool, constantly pronouncing the word. "Alarm". This game is used to develop kinesthetic sensations (which is very important for motor alalia" and to reinforce or evoke the onomatopoeia "tick-tock", the sound "z". The speech therapist sets an alarm clock on the child's hand with his finger, saying "tick-tock", then shakes the child's hand - the alarm clock rang “z-zzz”. Then the child is invited to set the alarm clock for the speech therapist, mother, and himself. You can also “set the alarm clock” on the stomach, back, head. “Wonderful bag”. The famous game can be used to reinforce simple words. Fold into bag: cotton wool, moss, beads, etc. And invite the child to determine by touch what he is taking out and name this item.
Game "Wrappers".
The child unwraps various small objects wrapped in fabrics/paper of different textures, seeing what is in the wrapper, the adult encourages the child to say: “Opa!” or names of objects.
Formation of the grammatical component of language ability, formation of inflection skills.
Sorting toys. Buy several boxes or containers of the same type, label each one with a symbol - cars, dolls, watering cans, molds, etc. The main thing is that the toys that you choose for sorting in the noun case had plural endings: -ы, -и. give the child the opportunity to independently play with different toys in the sandbox, accompanying the child’s play with a simple speech commentary consisting of verbs: rides, stomps, pours, waters, sculpts, etc. At the end of the game, show the child one toy, saying “one, one”, and then many of the same toys - “many”. Further: “This is leukA, this is leukI; This is a doll, these are dolls." Emphasize the endings of words with intonation. Give the task: put the toys into boxes. It will be better if you and your child prepare a logo for the box: cut out a picture from a magazine, draw it together, knit it, translate the appliqué, etc. At the end of the game, invite the child to guess the contents of the box by touch, if possible using a plural word and accompanying it with an index word, for example: “There are cars here.”
Game "Teremok".
To consolidate the understanding of prepositions, the child is asked to guide the heroes of the fairy tale through the constructed labyrinth into the mansion. The adult clearly formulates the instructions: “Put a mouse in the house.” If the child’s speech capabilities allow, the speech therapist asks him to say where he put the animal, pronouncing the answer together with the child, emphasizing the preposition intonation: “Into the house!” The game helps prevent reading and writing disorders by developing hand-eye coordination. For this game you can use wooden construction sets “Fairy Tales”.
Exercise “Multi-colored chest”.
The child, following the adult’s instructions, takes out various objects of the same color from the colorful box: take out the RED one, take out the RED one.
Game "Animal Houses".
The adult suggests placing mothers in large houses (built by the child from natural materials), and children in small ones. “We’ll put a squirrel in the big house, and a baby squirrel in the small one. Give me the squirrel, give me the squirrel."
Formation of the semantic component of language ability, formation of an internal and active vocabulary, internal speech.
To consolidate adjectives, place the construction sets into boxes (in one box - the tallest bars; in another - the smallest cubes, in the third - the thickest cylinders, etc.).
Involve your child in housework: when putting laundry in the washing machine, accompany your actions with a comment - let your child give you the necessary things; If possible, try to prepare food together - let your child throw vegetables into the soup, arrange dishes, etc. Such joint activities contribute not only to the development of self-service skills, but also develop understanding of speech, enrich the child’s vocabulary with adjectives, adverbs, etc.
Cooking together will help consolidate many verbs in the child’s vocabulary, including those with similar meanings: fry-cook-bake; boil, peel, salt, etc. Draw your child's attention to smells when cooking; next time ask your child to guess by smell what is being cooked in the kitchen.
Before going to the store, make a visual shopping list (for example, using clippings from catalogs and newspapers), and instruct your child to find products based on this list: such activity also contributes to the development of the child’s socialization. Involve your child in sorting out bags after going to the store, let your child help you classify items into groups: “food” and “drinks.” Invite your child to place the purchased apples in a vase one by one, while saying emotionally: “I, you, me, you,” repeating this game for several days, ensure that the child begins to repeat these simple words after you.
Actively include natural materials in games with your child: lay out pebbles, let the child walk on them barefoot - we walk along the bottom of the lake; spread the shells along the bottom of the sea; simultaneously showing a multimedia presentation or pictures depicting these bodies of water, you can reinforce the child’s understanding of their similarities and differences. We also advise you to walk barefoot on collected leaves and grass (using a special carpet), you can take walks in hot countries (heated fabric) and the Far North (cold heating pad). Such exercises stimulate sensations in the soles of the feet, the soles of the feet - clusters of active points, reflexively connected with internal organs (G.G. Kolos, 2007).
For the speech development of a child, parents can use not only books intended for children. For example, while reading a “women’s magazine,” a mother can draw the child’s attention to the illustrations, name them, cut them out together with the child and paste them into a “speech therapy album.” To consolidate lexical topics: “vegetables,” “fruits,” “products,” it is advisable to use culinary encyclopedias (of course, illustrated ones) and magazines with cooking recipes. The child will be interested in looking at “mom’s” magazines and books. Illustrations in advertising publications of large stores will help to consolidate the names of furniture, dishes, etc.
Before starting classes with your child, invite him to choose what exactly you will do at this moment: the child can express his will by choosing the appropriate object-symbol (paints - to draw, construction set - to assemble educational puzzles, etc.).
In this way, the child will learn to plan his activities. I wish you success! M.Lynskaya
Games for speechless children
Goal: To promote maximum sensory experience with short, emotional speech comments.
Objectives: development of motivation for speech activity, expansion of the internal vocabulary, development of higher mental functions that are part of the functional speech system, development of productive activities, familiarization with the outside world.
We rely on the child’s initial capabilities: if the child can and wants to repeat after you, that’s great. If he can’t or doesn’t want to at the moment, continue studying - your information will enter his internal lexicon (passive dictionary).
1. FORMATION OF SOUND IMITATIONS
Game "Blanket Car"
An adult lays a small blanket on the floor, the child sits on it, receiving something in his hands that imitates a steering wheel. The child is explained that he is driving a car and needs to “honk” by saying “beep”. An adult, taking the blanket by two corners, rolls the child around the room, stimulating him to pronounce onomatopoeia. The adult invites the child to say goodbye to the toy, leaving the room: “Bye!”, stimulates the child to reproduce the gesture.
"Trash"
The speech therapist takes turns with the child to throw various pieces of paper and rags into the box, while shouting “op” - if it hits, “boom” - if something falls with a crash.” At the same time, the speech therapist accompanies all this with the words: throw, throw, throw. In this way, the child is brought to the realization that the same action can have different meanings.
"Rain"
Scatter rice, buckwheat, marking the cereals with rain and pronounce the onomatopoeia “Drip-drip”.
"Snow"
To reinforce the simple word “cotton wool,” you can blow cotton wool off the table, pinch off a large piece of cotton wool, constantly pronouncing the word.
"Alarm"
This game is used to develop kinesthetic sensations (which is very important for motor alalia" and to reinforce or evoke the onomatopoeia "tick-tock", the sound "z". The speech therapist sets an alarm clock on the child's hand with his finger, saying "tick-tock", then shakes the child's hand - the alarm clock rang “z-zzz”. Then the child is asked to set the alarm clock for the speech therapist, mother, himself. You can also “set the alarm clock” on the stomach, back, head.
"Wonderful bag"
The famous game can be used to reinforce simple words. Place in a bag: cotton wool, moss, beads, etc. And invite the child to determine by touch what he is taking out and name this object.
"Wrappers"
The child unwraps various small objects wrapped in fabrics/paper of different textures, seeing what is in the wrapper, the adult encourages the child to say: “Opa!” or names of objects.
2. FORMATION OF THE GRAMMAR COMPONENT, INFLATION SKILLS
Sorting toys
Buy several boxes or containers of the same type, label each one with a symbol - cars, dolls, watering cans, molds, etc. The main thing is that the toys that you choose for sorting in the noun case had plural endings: -ы, -и. give the child the opportunity to independently play with different toys in the sandbox, accompanying the child’s play with a simple speech commentary consisting of verbs: rides, stomps, pours, waters, sculpts, etc. At the end of the game, show the child one toy, saying “one, one”, and then many of the same toys - “many”. Further: “This is leukA, this is leukI; This is a doll, these are dolls." Emphasize the endings of words with intonation. Give the task: put the toys into boxes. It will be better if you and your child prepare a logo for the box: cut out a picture from a magazine, draw it together, knit it, translate the appliqué, etc. At the end of the game, invite the child to guess the contents of the box by touch, if possible using a plural word and accompanying it with an index word, for example: “There are cars here.”
Game "Teremok"
To consolidate the understanding of prepositions, the child is asked to guide the heroes of the fairy tale through the constructed labyrinth into the mansion. The adult clearly formulates the instructions: “Put a mouse in the house.” If the child’s speech capabilities allow, the speech therapist asks him to say where he put the animal, pronouncing the answer together with the child, emphasizing the preposition intonation: “Into the house!” The game helps prevent reading and writing disorders by developing hand-eye coordination. For this game you can use wooden construction sets “Fairy Tales”.
Exercise “Multi-colored chest”
The child, following the adult’s instructions, takes out various objects of the same color from the colorful box: take out the RED one, take out the RED one.
Game "Animal Houses"
The adult suggests placing mothers in large houses (built by the child from natural materials), and children in small ones. “We’ll put a squirrel in the big house, and a baby squirrel in the small one. Give me the squirrel, give me the squirrel."
3. FORMATION OF INTERNAL SPEECH
To consolidate the adjectives, place the sets of construction sets into boxes (in one box - the tallest bars; in the other? 6?
