Speech therapy corner in the speech therapy group. Material for the corner of a speech therapist "advice to parents"

Anastasia Gredyakina

Correctional subject-developing environment speech therapy group and speech therapy room for preschoolers.

Speech development is the most important condition for the full development of children. To correct speech deficiencies, enrich and improve speech, it is necessary to create a favorable speech environment that would serve the interests, needs and development of children.

The formation of correct speech, the development of cognitive activity, the emotional-volitional sphere in children with speech disorders is a complex and multicomponent pedagogical process in structure. It has been proved that the maximum influence on the development of children's communicative and speech abilities is exerted by the creation of comfortable in all respects conditions for development, upbringing and education and a correctional and developing environment.

Material and technical equipment groups and cabinet basically meets the requirements - it is developing and corrective in nature, creates conditions for the creative activity of each child, provides children with the opportunity for active, purposeful and varied activities.

The most visible and informative part of our bands is a wall,shaped like a city. She helps us a lot in our work, studying lexical topics in class in mathematics, literacy, etc.

Pronunciation correction zone issued, connecting insects with the lexical theme and playing with prepositions.

I also wanted to make an information center for parents with my own hands and present it in the form of a carousel from a famous cartoon.

AT group we have a wonderful tree growing, on which, depending on the time of year, the removable material with Velcro changes.

AT design as you have already noticed we use oracal color adhesive film, it is very good for decorative designs, very easy to operate.

Our children sleep in the bedroom and see fabulous dreams that little fairy fairies spread to them).

Registration of a speech therapy room:

Now all stands can be ordered and made on special panels, but making manuals with your own hands is dearer and nicer)

Related publications:

"Professions at a construction site" summary of a lesson in a speech therapy group of a speech therapist teacher Summary of direct educational activities for the development of speech on the topic: "Professions at a construction site" for children with severe disabilities.

Dear colleagues and guests of my page! This year, in our preschool institution, a competition was held for teachers “For the best design.

The annual plan of a speech therapist teacher in the senior speech therapy group Events DeadlinesOrganizational workPreparation of the cabinet for the new academic year Until September 1 Primary and in-depth examination.

Everything flows, everything changes. and our institution is undergoing a change. I was given a new office, it was necessary to make repairs and move.

On the eve of each new year, I try to create a unique fabulous atmosphere in the speech therapy room. To do this, I develop together.

In our kindergarten, as in many kindergartens, teachers try to decorate their groups for each season. The experts also decided not to.

Parent meeting for parents of the speech therapy group "The relationship between the work of the family and the speech therapist." Parent meeting. Topic: "The relationship between the work of the family and the speech therapist." Purpose: formation of an active position of parents, attracting their attention.

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10 simple tips for parents

The speech of the child develops under the influence of the speech of adults and depends on sufficient speech practice, a normal social environment, on education and training, which begin from the first days of his life.

1 advice. Talk to your child during all activities such as cooking, cleaning, dressing, undressing, playing, walking, etc. Talk about what you are doing, see what the child is doing, what other people are doing, and what your child is seeing.

2 advice. Speak using CORRECTLY constructed phrases, sentences. Your sentence should be 1-2 words longer than the child's. If your child is still speaking only in one-word sentences, then your phrase should consist of 2 words.

3 advice. Ask OPEN questions. This will encourage your child to use multiple words to answer. For example, say "What is he doing?" instead of "Is he playing?"

4 advice. Keep a temporary pause so that the child has the opportunity to speak and answer questions.

5 advice. Listen to sounds and noises. Ask "What is it?" It can be a dog barking, wind noise, an airplane engine, etc.

6 advice. Tell a short story, a story. Then help the child tell the same story to you or someone else.

7 advice. If your child uses only a few words in speech, help him enrich his speech with new words. Choose 5-6 simple words(body parts, toys, products) and name them to the child. Give him the opportunity to repeat these words. Don't expect your child to pronounce them perfectly. Encourage your child and keep memorizing them. After the child has said these words, enter 5-6 new words. Add words until the child recognizes most of the items. Get busy every day.

8 advice. If the child says only one word, start teaching him short phrases. Use words your child knows. Add color, size, action. For example, if a child says "ball", consistently teach him to say " big ball”,“ Tannin ball ”, etc.

9 tip. Do most of the lessons in a playful way. Working with a child should activate speech imitation, form elements of coherent speech, develop memory and attention.

10 tip. It is very important to pay attention to the speech development of the child at an early age, and not to wait until he “speaks on his own”.

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Types of difficulties in learning to read and their possible causes

(M. M. Bezrukikh)

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Children under 5 years old learn a foreign language

language is bad!

English speech pathologists have proven that children who are born in a bilingual environment are prone to speech defects. Bilingual children often confuse words and have difficulty expressing their thoughts.

This conclusion was reached by speech therapists after a study in a group of children preschool age who speak two languages. Specialists noticed speech defects in 60% of children. Such speech defects, according to speech therapists, are more difficult to eliminate than similar defects in preschoolers who do not know foreign language.

Educators and child psychologists have long been studying the so-called bilinguals- children who have been bilingual since childhood. It has been established that such children do not feel where their main, native language is.

Experts do not advise introducing foreign expressions into speech when communicating with a child - the baby may not understand what language they are talking to. This will affect the further formation of his "feeling of his native language", which threatens with various kinds of lexical and grammatical errors.

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Why do you need a speech pathologist?

And in fact, who are speech therapists and, most importantly, what do they do? Many people believe that speech therapists are those who "teaches you to pronounce the letter R correctly." Of course, these people are partially right, but this is far from all that a speech therapist does.

Yes, we teach how to pronounce sounds correctly (and not only R), but at the same time we develop coherent speech, fine motor skills, learn how to generalize objects correctly, distinguish different sounds by ear ...

You may be asking: why is this necessary? But after all, every mommy and every daddy wants his child to be the best and, of course, to study well at school. And if the speech therapist does not overcome all the difficulties that have arisen in kindergarten in time, these difficulties will haunt the child at school.

He does not know how to tell beautifully and correctly - it will be difficult to learn history, geography, in a word, all those sciences that require retelling.

He does not know how to distinguish sounds by ear - there will be difficulties with the Russian language, he will confuse letters in writing, it will be difficult to learn to read.

Fingers are not developed - it will be difficult to learn to write at all.

He does not know how to generalize - there will be problems with thinking, and therefore with mathematics.

And, of course, if a child does not pronounce all the sounds of our native language, he will inevitably have problems in communication, complexes will arise that will prevent him from fully revealing his natural abilities and intellectual capabilities.

Thus, the task of a speech therapist is to help the child overcome all the difficulties that arise in time.

And finally, a little playful illustration:

Olesik always had trouble with the letter "ER"

He says "CANCER" - "LAC" comes out, instead of "RYE" - "FALSE" comes out.

So, so that your child does not have such a misfortune or any other related to speech, a speech therapist is needed. We will definitely help you! And remember that childhood is a stage of preparation for the future life.

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How to teach a child to listen?

There is only one way to teach a child to listen (to perceive information by ear), to teach him what he will be doing for at least another 10 years at school:

a preschool child needs to read a lot (but not comics with a minimum of text).

It is advisable to buy children well-illustrated books by famous children's classics that are familiar to us from our own childhood (for example, Andersen's fairy tales).

When buying, be sure to review the text and pictures. Sometimes the text is so shamelessly cut or distorted that only the general plot remains of the beloved fairy tale. The pictures should be realistic so that the child can easily recognize the characters, and not puzzle over who the artist painted - a hare, a mouse or a kitten.

Another way (easier for parents, but doesn't override parent read) - audio cassettes .

It is important to pay attention to what is being said. It is desirable that the classics prevail in the children's home collection. It is equally important which actors and in which studio voiced the text.

Recordings from gramophone records and radio performances made back in Soviet times were and still are the best. It is hard to imagine that now in such a low-profit enterprise as a 40-minute children's audio play, several best domestic actors could be involved at once (and, for example, there are five of them only in Andersen's fairy tale "The King's New Dress" by the Aprelevsky Record Factory: N. Litvinov, R. Plyatt , E. Vestnik, O. Tabakov, G. Vitsin).

The same is true now of audio recordings - as an outdated medium compared to video cassettes. But psychologists and speech therapists notice that a lot of videos are harmful for children, especially for children with low concentration ability, poor attention, for excitable and aggressive children. Attempts to create TV schools, educational programs on television have shown that these programs have little effect. Basically, the learning process is carried out by classical ancient methods.

If it’s hard for a child to listen, he quickly gets tired and distracted, for starters it’s better to take records where the text is interspersed with music, songs so that the baby can relax and move around.

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How to develop the small muscles of the arm

child

Knead the dough, clay, plasticine with your fingers.

Roll small beads, pebbles, balls in turn with each finger.

Clap your hands quietly, loudly, at a different pace.

String beads, buttons on threads.

Tie knots on thick and thin ropes and laces.

Start an alarm clock, toys with a key.

Hatching, drawing, coloring with a pencil, chalk, paints, pen

Cut with scissors.

Design from paper (origami), sew, embroider, knit.

Do finger exercises.

Draw patterns on the cells in the notebook.

Engage in the home stadium and shells where finger grip is required (rings, crossbar, and others).

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left-handed child

Left-handedness is the preferred use of the left hand for exercising various activities. It has been established that left-handedness is ten to twelve times more common in families in which at least one of the parents is left-handed, i.e. wears inherited character.

Except explicit , often meets hidden left-handedness. Such a person is accustomed from childhood to use his right hand, but in unusual actions or in a state of passion, he uses his left.

If for a right-handed person the leading hemisphere is the left hemisphere of the brain, then for a left-handed person the leading one is the right one. Both hemispheres are responsible for various functions Therefore, it is clear that right-handers and left-handers differ significantly from each other. Lefties are usually especially artistically gifted and very emotional children. From the age of three, they draw and sculpt from clay or plasticine much better than other children. Everyone notes the great musical abilities of left-handers, they are not uncommon for musical ear. But at the same time, they are characterized by speech delay and difficulty in pronouncing various sounds. Such a child is direct, trusting, easily influenced by momentary feelings and moods, whiny, capricious and prone to rage and anger, persistent in the fulfillment of his desires, very stubborn. He has great difficulty reading and writing. Despite these features, left-handed fine goes through all stages of physical and mental development and becomes absolutely complete personality. Retraining a left-hander cannot change the characteristics of his central nervous system. It only leads to the fact that the child begins to use both hands with equal success, i.e., left-handedness acquires hidden form. Scientists believe that left-handed retraining impractical and even harmful, as sometimes this leads to mental trauma and neuroses, as well as to speech disorders (for example, to stuttering). You can prevent the development of left-handedness if, from a very early age, you try to give the child objects only in the right hand; carefully but persistently shift objects from the left hand to the right (for example, a spoon while eating), use the right hand mainly in the game, etc.

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Communicating with a child - developing speech

The speech of a small child develops gradually.

Even in the womb, the baby gets used to her voice, distinguishes it from other voices. When the baby is born, the mother should talk to him as often as possible. Let the little man do not understand much, but he really needs to hear speech in order to master his native language over time.

When dressing the baby for a walk, the mother says out loud what she is wearing, where they will go for a walk, what the weather is like outside, etc.

If the mother feeds the child, then the same process of learning to perceive speech takes place: “a spoon for mom, for dad, etc .; “If you eat well, you will grow big and strong.” The child listens attentively, reacts with gestures, smiles, gurgles.

Gradually, the child accumulates a passive vocabulary, develops attention, thinking. If you don’t talk to the child and all routine moments (dressing, feeding, walking) are carried out in silence, then speech and mental processes will not develop.

For example, children who are brought up in the Baby House, very often there are children with mental retardation and various speech disorders. I saw such children in the hospital. She came to her son, and we went around the department to talk to the doctor. Babies were in boxes. The crumbs are quite, cute and defenseless. The son said that these children are lying here alone, without parents. Older children are sometimes allowed by nurses to go to the kids and play with them. Children from 2 to 5 months. They lie in large (for their age) beds and look at one point, some sleep. The sight is heartbreaking. Nobody needs them, they were abandoned right at the maternity hospital, a few hours after birth.

Who will talk, communicate, play, love, take care of them? How will these children grow up?

Let's love children, groom, cherish, pamper, protect, protect and hope that they grow up to be the most wonderful!

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Preparing a child's hand for writing

Preparing a child's hand for writing begins long before they arrive at school. Drawing doodles, hatching, modeling, massage of fingers and hands, working with mosaics, construction kits and much more will help the future student learn to write beautifully without feeling tired and negative emotions. It is important to teach the child right hold a writing object. This, as practice shows, remains without due attention of adults. It would seem that let him write as it is convenient for him, but a child who has learned to hold a pen incorrectly is very difficult to retrain. But asright?

When writing, the writing object lies on the upper phalanx of the middle finger, is fixed by the thumb and forefinger, thumb located slightly above the index; support on the little finger; middle and nameless are located almost perpendicular to the edge of the table. Distance from the bottom tip of the writing object to index finger 1.5-2 cm. The end of the writing object is oriented towards the shoulder. The hand is in motion, the elbow does not come off the table. Next, you should observe how the child writes, and decide whether he performs this action correctly.

You should be alerted if the child is actively turning the sheet when drawing and painting. In this case, the baby does not know how to change the direction of the line with his fingers. It is advisable to check the writing skill of a child before he turns four years old in order to have a margin of time to correct the wrong skill before entering school. A six-year-old child can do no more than twenty minutes. If your child fastens buttons for school, does not know how to tie shoelaces, often drops something from his hands, you should pay attention to development of writing skills.

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Causes of speech disorders

The exact cause of the violations, of course, must be determined by the doctor. You may need to consult not only a speech therapist, but also a neurologist, orthodontist and otolaryngologist. But you can guess what might have caused the delay. speech development.

Possible reasons:

Negative factors during pregnancy and childbirth;

- "pedagogical neglect" - a child for various reasons does not receive enough attention to himself; here we are talking not only about the lack of regular classes with the child, but first of all about communication with the child as a whole;

Perinatal encephalopathy (PEP) is one of the most common diagnoses; this concept combines brain lesions of various origins before, during or after childbirth. This diagnosis does not mean inferiority of the child, but such a baby needs a very qualified specialist;

Frequent illnesses, infections, injuries up to 3 years;

hereditary factors;

Hearing loss;

Anatomical features of the maxillofacial apparatus;

Thumb sucking.

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Parents of first graders

The child takes on many new responsibilities at school. He must learn to organize his time and the space around him. How the child will be collected and successful in educational activities depends on the parents. Here are a few rules for parents.

Rule 1: Do not express a negative opinion about the school in front of the child.

Rule 2: the workplace of a first-grader should be comfortable, attractive and conducive to intellectual activity.

Rule 3: do not turn the preparation of homework into an endless process.

Rule 4: must be combined or alternated different kinds activities of a younger student, taking into account the specifics of the material and the degree of its complexity. Parents should not forget that learning can become more attractive and accessible through play.

Rule 5 A: Everyone has the right to make mistakes. If the child made a mistake while completing the task, it is important to see and correct it, but in no case force him to rewrite the entire task again.

Rule 6: all the achievements of the child should be considered important. This will give him confidence, increase in his eyes the significance of the work done.

Rule 7: parents should try not to make comparisons unfavorable for the child with other children, should not be shy about talking about his successes and virtues in the presence of other people, especially teachers and classmates. Public opinion and self-esteem of the child should be positive.

Good luck to you and your child!

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Social causes of impaired sound pronunciation

Often the cause of defective sound pronunciation is the incorrect speech of adults around the child, bilingualism in the family, as well as “lisping”.

If the parents in the family have sound pronunciation defects(for example, dad or mom do not pronounce the sound “R” or “L”), then the child will imitate this incorrect pronunciation. This is precisely what can explain the frequent cases of "family burr". In this case, parents who have an incorrect pronunciation of the sound cannot engage in sound automation with the child. When a child has a sound set, you need to automate it in the classroom with teachers or with one of the parents who does not have speech problems.

If in a family "bilingualism" then it becomes a big problem. In kindergarten, the child learns to pronounce the sounds of the Russian language, but comes home and hears a different speech. It is good when, in this case, the parents meet the teachers halfway and do not use the second language during classes with a speech therapist on staging and automating sounds. I will add that early English classes are not recommended for children who have problems with sound pronunciation.

A separate story when parents begin to consciously adjust to the child's speech, copy its wrong pronunciation. As a result, the child is not only deprived of the right role model, but also loses the incentive to improve his own speech - after all, his speech is already liked by adults. In this case, the help of a speech therapist is required.

There are times when parents are inattentive, indifferent to the child's speech, do not pay attention to incorrect pronunciation, as well as speech in general. This can be called pedagogical neglect.

All of these causes of mispronunciation are social. In these cases, the environment prevents the child from independently mastering the correct sound pronunciation.

What to do in such cases? Immediately run to a speech therapist and do not wait until your child's sound pronunciation "self" becomes normal.

CORNER Teach children to speak expressively

About 53% of children with a developmental delay in the development of speech cannot express emotionally - the semantic content of the statement, in other words, they cannot speak expressively.

In this regard, parents need to perform special exercises with their children that will help them learn to speak with expression.

1. The child exercises in pronouncing short phrases with a given intonation.

An adult says a phrase, for example: Finally, the sun came out! The child reproduces the phrase with the same intonation first together with the adult. Then the baby first listens to the adult, and then repeats the phrase one with the same expression Mom is at home? Katya is here! ).

Finally, the child is invited to come up with sentences on his own and pronounce them with the desired intonation on his own.

2. Further work on the formation of the intonational side of speech is carried out on the material of several sentences; then short stories, stories, poems, fairy tales. The sequence of stages of work is preserved: together with an adult, after him, independently.

When performing all exercises, it is good to use facial expressions and gestures.

3. An adult pronounces a phrase, highlighting each word. For example, Natasha gave Sasha a horse. He asks the child questions, highlighting the desired word intonation and asks for a full answer, ensuring that the child also highlights the word - the answer is intonation: Who gave Sasha a horse? -

Natasha gave Sasha a horse.

What did Natasha? – Natasha gave Sasha horse.

To whom gave Natasha a horse? - Natasha gave Sachet horse.

What Natasha gave Sasha? - Natasha gave Sasha horse y.

4. Learn with your child to reinforce the poem. Make sure that he correctly uses intonation means of expression.

For example: Bunny cries: - Oh - oh - oh!

I hit my foot!

- We'll get iodine now,

And your leg will pass.

You are very big

Why are you crying: - oh - oh - oh!

...If we can teach a child to feel

beauty, marvel at wondrous creations

human hands, the beauty of nature, then

let's raise a man with a high culture

feelings, but to reveal to children the beauty of the world

possible through creativity, which

brings joy ... (V. A. Sukhomlinsky)

Our group is called "Pinocchio". Compensatory speech therapy group for children with severe speech disorders. We tried to create all the conditions for our children so that they feel comfortable throughout the day. When opening the group and designing it, we took into account all the standards of the program.

Let's start, dear colleagues, our tour from the entrance to the group. Welcome! The dressing room is decorated according to the name of the group. Our fairy tale hero We changed into Olympic uniforms. After all, the Sochi 2014 Olympics are coming soon. We are also preparing for it with the children (we have conversations, look at illustrations, study sports).

Our stands are also made according to the fairy tale "Pinocchio" (information stand and menu).

When we have holidays, days open doors, we definitely decorate our locker room on the theme of holidays, lexical topics, events.

To the left of our fairy-tale hero is our sports corner.

Well, let's go further? Before entering the group, we have a mood corner. Modern life requires from a person qualities that allow a creative and productive approach to any type of activity. This is explained by the fact that preschool age is sensitive for the development of figurative thinking, imagination, mental processes that form the basis of activity. We need to create conditions for psychomotor development in the speech therapy group. Therefore, almost all corners of the group are associated with the work of fine motor skills. Children find the appropriate symbol of their mood on this moment and hang it on the stem of a bright dandelion (hook). We did not install the mirror by chance, because sometimes children just doing facial exercises, show their emotions, can change the symbol (there is a file of exercises in the group).

Right at the entrance, we have developed a corner "Hello, I've come!" or in another way we call it the "Zodiac circle". Photos of children are attached to the rays of the sun, what zodiac sign they are. The kids love it. They learned the entire zodiac circle. They know the signs of their relatives and friends, even each other. Coming in the morning Kindergarten the children turn the photo upside down, and when they leave in the evening, they do everything back accordingly. It is possible to combine the correction of existing disorders in children with the improvement of motor skills and abilities using non-traditional methods and techniques.

We go further and what do we see? Wow! Pinocchio with children got to the field of miracles. What miracles have happened to our children today? We know, we know, our Anya learned to say the sound "P" so she got another gold coin. Both children and parents can always follow the progress of their children. Due to the fact that every year there is an increase in the number of children with various disorders, including speech disorders, we must focus on the current, immediate and future development of children, as well as on the formation of their individual abilities.

Immediately on the opposite side is a large stand for creative works "City of Masters". The exhibitions at the stand change very often, because in addition to the GCD for fine arts, we have a group work called “Skillful Hands”. There is also a shelf for plasticine work and other do-it-yourself work. The principles of our work are the development of children's free activity, in the process of which self-realization, self-expression, self-affirmation of the child's personality, his individual capabilities take place.

On the opposite side of the creative stand, a miracle grows - a tree. We use it to familiarize ourselves with the environment. The seasons change according to the calendar: leaves, birds on the feeder, snow, insects, buds and much more, depending on the season and changes in nature. The children themselves help us to organize our work. Watching the activities of children during the day, we ask ourselves the question, what else can be done in our work so that our pupils can reveal their capabilities?

We use a tree for environmental education. Rules of conduct in nature.

Some art topics may also fit our wonderful tree, such as "Bullfinches like apples." Of particular importance for the development of the personality of a preschooler is the assimilation of ideas about the relationship between nature and man. Mastering the ways of practical interaction with the environment ensures the formation of the worldview of the child, his personal growth.

Oh look! What a caterpillar. What kind of pockets does she have on her abdomen? These pockets are for moms, dads and kids. And in the pockets there are many different riddles, poems, signs about the seasons. We memorize them together with moms and dads at home. Parents themselves choose what to teach today. We use both previously developed methods and our own author's developments, including non-traditional methods, as the basis of our activities. Thus, in our group all conditions for the comprehensive development of children are created.

We ask you to go further, dear guests! We have a fun corner of the attendants. Do you know why it's funny? Yes, because our cook always calls the attendants to set the tables with a cheerful song. Educators include it on time. The attendants hear the song and run to watch. Like this. Information in the corner often changes: table manners, table setting, National dishes and other.

A little further away is our children's library. Yes, you heard right, the library. If children want to take a book home, they sign up on their library cards. Just like in a real library. There is a library card for every child, and even for adults. The library has: a card file of books (list of references); first aid kit for books; bookmarks that the children made themselves; illuminated magnifier; books - babies for their own authorship (design); a table lamp for individual reading or evening reading (we have an evening tradition in the group, reading fairy tales by candlelight. A magic chest containing objects with which we will find out how the book appeared, what used to be written on? Children can at any time themselves try to write: on clay, papyrus, bark, stone, leather... We arrange various exhibitions dedicated to writers and poets.

We have a creative zone next to the library. Here you can find everything, "What your heart desires." We love to create. We do a lot with the help of non-traditional techniques. Our doll Alyonushka changes her outfits, or rather national costumes. Products of decorative and applied arts are changing.

To the right of the creativity zone we have a fine motor zone. As researchers of children's speech note, hand movements have always been closely associated with speech and contributed to its development. In the process of manipulating materials, there is a natural massage of biologically active points located on the palms and fingers, which has a positive effect on the general well-being of the child. That's why our children use these trays with different objects for finger and hand development in their spare time. There are various massagers, sujo-ki, tops, tablets for tactile sensations, sorting cereals, stringing beads, working with tweezers, a pipette and much more. In order not to lose interest in children, benefits are changed once a week.

A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions. In their process, children transform objects in order to reveal their hidden essential connections with natural phenomena.

And we have something to watch. Now you will see for yourself. In order to improve the state of speech function and reduce the number of speech disorders, to develop fine motor skills of the hands, it is necessary to draw up a system of corrective work with children. For such children, the process of actions with objects throughout the day is often important. In order to form in children the initial concepts of the main calendar units of time and give the correct interpretation of these measures, we developed a calendar of nature for children with severe speech disorders.

Children determine the season, month with the help of an arrow. On the calendar, children determine the state of today's weather and move the arrow to the appropriate symbol. With the definition of the weather, children change clothes on dolls - templates also located on the calendar. All templates are easy to remove and attach again.

At the bottom of the calendar are tree templates. In our case, it is birch. The tree can be traced in all months throughout the whole season (without leaves in winter, in spring it begins to turn green gradually, in summer with green leaves, in autumn with yellow ones). Then we determine which week this month is in the account. To do this, buttons are attached under each tree according to the number of weeks in this month.

On each button hangs a week (strings) on which we put on a bead (day of the week). The beads are also of the corresponding color: Winter is white, spring is pale green, summer is bright green, autumn is yellow. Every day, the beads are added and we count which day in a row, for example, Wednesday, if there are three beads? (Third). Days off are marked with red beads. At the end of each week, we count the beads (how many days in a week). The proposed manual served as a model of the calendar year, since it clearly reflected the relationship of all measures of calendar time. The children themselves took off the weeks of the calendar and added up from the weeks - a month.

From months gradually and consistently formed a year. Children at any time could come up to determine how many days have passed since the beginning of the week, how many weeks have passed since the beginning of the month, how many months have passed since the beginning of the year, and by empty weeks - how much is left before its end. By performing all these actions, children gradually comprehend and become aware of complex quantitative relationships between individual measures of time. Working with the calendar and the calendar year model makes learning much easier. Children develop clear ideas about the length of the year and the standards for its measurement.

Look dear colleagues. We use a hoop for hanging pictures, illustrations on lexical topics. We also use it for speech breathing exercises: snowflakes, butterflies, flowers and more. To ensure a truly comprehensive development of the child, it is necessary to maintain the unity of the subject-developing environment and meaningful communication between adults and children.

We live in the far north. And we always lack warmth, sun, some greenery, vitamins. Children almost 9 months see snow. During the year we implement mini-projects. Children are invited to prepare a mini-report. Projects are developed and implemented taking into account the program being implemented. These projects well fill the gaps in educational work with children. The children and I worked on the Little Gardeners project. With the phenomena of the surrounding world, in particular animate and inanimate nature, the child encounters very early and seeks to know them.

The defense of the project consists in the transfer of the collected information on the topic by the child himself, using photographs, drawings, crossword puzzles, riddles - prepared together with the parents on this topic. The child, defending his project, learns to speak to the audience of the group, answer the questions of those present. Evelina defends the My Motherland project.

Well, it's time to look into the quietest place. This is a children's bedroom. Here we wake up, do exercises and walk along the corrective paths that we sewed ourselves. My children and I call it the “Health Path”. How great it is to do everything by yourself, with your own hands, with parents and children. Caring for the health of the younger generation is one of the priorities public policy in the field of education.

And this is our pride. Our theater is the best. We have children's performances, finger, table and other theaters. Behind the curtain we have a dressing room with a mirror, a dressing room and various types of theaters. Conditions are created for the predominance of positive emotions in the organization of theatrical activities of children.

We even show the REMP theater (the poem “Somehow the cube went into the forest, he found a cylinder there!”). So the children better remembered the geometric bodies. After all, we do not have classes now, but there is direct educational activity. The purpose of this theatrical performance was to generalize, systematize, clarify ideas about geometric shapes and geometric bodies.

Well, it remains to see our washroom. Fish swim around algae. Maps-schemes (algorithms) are posted everywhere. And in the group, the locker room, the bedroom.

Today, education is needed, which becomes a face to the child, to his characteristics and abilities, provides an opportunity to prove himself where he is successful. This is especially important when raising children with handicapped health. Given the importance of this problem, the ongoing work does not lose its relevance. The novelty of this work lies in the understanding of the priority of corrective work on the development of fine motor skills of the hands using non-traditional methods and techniques as effective remedy development of the personality of a child with severe speech disorders.

List of used literature:

1. Program for the development of preschool educational institution(from the experience of MADOU)

2.N.E. Veraksa "Project activities of preschoolers"

3.L.D. Postoeva L.A. Martynenko "Play, listen, learn!"

4.L.L. Timofeeva "Project method in kindergarten"

5.M.E. Khilko Developmental psychology

6.E.A. Lifits "Development of speech, movement and fine motor skills"

7. Own developments (from work experience)

Certificate of publication in the media Series A 0002223- 0002224 ShPI 62502666132205 date of dispatch 16.11.2013

We invite teachers preschool education Tyumen region, YNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.

Why is it profitable to publish with us?

Margarita Andreeva

The only way to get to the top of a ladder is to climb rung by rung, one at a time. And in the process of this rise, you will suddenly discover in yourself all the necessary qualities, skills and abilities necessary for achieving success, which you, it seems, never possessed.

Margaret Thatcher

Greetings, dear colleagues!

It is with great pleasure that I present my work speech therapist's office at MBDOU d / s"Berry" With. Aleksandrovsky, Tomsk region. speech therapist I'm only in my second year. In my work I use innovative technology:

I am working on the development of auditory attention;

Speech, phonemic hearing;

Physiological and speech breathing;

Formation of the correct sound pronunciation, automation and differentiation of various sounds;

The development of the grammatical structure of speech;

The development of coherent speech (dialogues, retellings, stories).

I pay special attention to the formation of phonetic and phonemic perception.

I introduce children to sounds, develop sound skills syllabic analysis, synthesis.

Working on preventing dysgraphia and dyslexia.

This is what I managed to do with my own hands, the hands of my children and parents during this period.

Welcome!

On the front door cabinet plate« Speech therapist» , work schedule speech therapy

cabinet and« The speech therapist's secret» :

How to speak clearly and understandably -

Qualified master - SPEECH THERAPIST.

He teaches verbal communication,

Grammar and vocabulary are his subject.

Breathing, phonation, articulation

With knowledge of the matter will teach you SPEECH THERAPIST.

He is a teacher, teacher and psychologist,

He is a philologist, and he is a linguist,

He is a teacher, doctor, defectologist,

Actor, speaker SPEECH THERAPIST.

Researcher, methodologist, innovator,

He is a diagnostician, proofreader and expert,

Both consultant and observer

Versatile specialist SPEECH THERAPIST.

Speech therapist's office.

Card files of games and exercises, as well as other material for classes.

1. Workplace speech therapist.

2. Under the shelf is located "Clue speech therapist» : Schedule of individual work with children; Schedule speech therapist(general); Reminders "vowel sounds and letters", "Classification of consonant sounds of speech", "The structure of the dental system".

3. On the same wall are wall mirrors and "Spider line"(a place to fix the demonstration material for repetition with children, as well as tips for speech therapist for classes).

4. To the left is a zone for the development of breathing "Carousel" and hand motility "Colorful braids".

5. There is a small "Shop for the development of fingers" where the child in free activity can take the following allowances and games:

5.2. Didactic games, insert games, lacing.

5.3. massage balls (Su-jok therapy).

5.4. Collection of shells, animals of the seas and oceans.

5.5. Fruits and vegetables.

5.6. The game "Guess what's in the egg?"

5.8. breezes; "Repeater Snake"; "Talking Frog".

5.9. Dry pool for hands from kinder eggs.

6. « speech therapy assistants» - massage balls (soft and hard to the touch).

7. And on the shelf are our favorites « speech therapy assistants» (in special jars): pebbles, shells, beads, colored cords, air balloons, whistles, small toys from kinder surprises, magnets, magnetic letters of different colors for a magnetic board, crumbs, buttons, puzzles and much more.

9. In the closet are « speech therapy keys» - probes and probe substitutes; oils for aromatherapy; spatulas; alcohol; cotton buds; cotton pads; napkins; tubules; cotton wool

10. On the closet are children's toys, containers for the development of breathing game "Snowfall".

11, 12. There are teaching materials in the closet, "Piggy bank methodological material speech therapist» , as well as literature and other teaching aids.

13. In the office has a computer(I actively use modern ICT tools in my work with children).

14. Next to the study area there is a place for individual speech therapy work with kids(equipped with various games, exercises).

15. Study area speech therapy room: board, magnetic board, a place for attaching visibility.

16. Handout for literacy classes for preparatory speech therapy group(chips of a card for drawing up a sentence diagram, counting sticks, chips for stress and games "Traffic Lights", colored woolen threads for laying out letters on velvet paper).

speech therapy corner for parents, located in the hallway of the group.

Speech therapy corner of the speech group as part of the subject-developing environment

Kostina T.A., teacher

MKDOU "TsRR - d / s No. 15"

The problem of speech in all its species diversity is relevant in preschool age. To date, there are many methods by which you can regulate the process of speech development in children. The most important condition for improving the speech activity of preschoolers is the creation of an emotionally favorable situation that contributes to the desire to actively participate in speech communication. At the same time, playful communication of children is of particular importance. Game communication is the necessary basis within which the formation and improvement of the child's speech activity takes place. On the development of a preschool child big influence renders the space surrounding him, the environment in which he is most of the time. In conditions preschool such an environment is the group room. The problem of organizing a subject-developing environment acquires special significance when working in speech therapy groups. The educational activity of children (under the guidance of a teacher or independent) that is not directly regulated by the framework is the longest. In the course of this activity, educators organize individual and subgroup correction-oriented forms of interaction with children. The subject-developing environment makes it possible to enrich the experience of emotional and practical interaction of the child with peers and the teacher, to include all children in the group in active cognitive activity. The environment stimulates the development of cognition, initiative. In it, children realize their abilities. The composition of the subject-developing environment includes a correctional corner in the group. It is a specially equipped space for playing alone or in small groups. Its equipment includes shelving, a mirror, game, didactic and visual material. With their help, educators create conditions for correcting deviations in the development of children, stimulating speech activity and speech communication. The content of the correctional corner is based on thematic planning on lexical topics. The selection of gaming and didactic material is carried out on the basis of the recommendations of a speech therapist, which makes interaction with educators not formal, but very close and fruitful. The content is determined not by chance, but in strict accordance with the program, physiological, psychological and pedagogical features of speech formation. Didactic equipment should correspond to the structure of children's speech disorders, their individual and age characteristics. Only with this approach is it possible to effectively correct the speech of preschoolers. With a random, formal selection of games, the volume of children's perception is overloaded and learning ability is sharply reduced. Game and didactic material is replaced or replenished in the correctional corner weekly, depending on the lexical topic. It is necessary to diversify the activities of children in the correctional corner. Didactic equipment should meet the needs of the current, immediate development of the child and his self-development. An object space that is empty in content tires, encourages idleness and aggression. At the same time, you should not overload the corner with equipment, because. it makes the choice difficult. The material contained in the correction corner has a multifunctional character. Games should be selected in order of increasing complexity, aimed at the development and correction of speech, the development of phonemic perception, pronunciation skills, auditory attention, verbal memory, articulatory motor skills, games that provide compensation for higher mental functions and make up the psychological basis of speech. The more complex and diverse the activity, the more necessary speech, the greater the need for communication. All material must be age appropriate. Reliance on the game, as the leading activity of preschoolers, provides a significant positive effect in corrective work. The game creates conditions for informal communication of the child with peers and adults, provides him with complete freedom of action. Therefore, game material should be accessible to him. This has a positive effect on the development of speech and intellectual development in general. Acquisition of game and didactic material in a correctional corner on lexical topics suggests a systematic approach to work. It is regulated by educators in accordance with sections of the program or corrective tasks to be solved. When creating a developing environment for a group, it is very important that the environment surrounding children be comfortable and aesthetic. Beauty shapes the child. Therefore, it is necessary to pay great attention to the aesthetics of the correction corner. Its design should be attractive to children and arouse in them the desire for independent activity. At the same time, it is necessary to teach children to maintain order in the corner and to cultivate a careful attitude towards toys. It is advisable to place the correction corner in a well-lit place and somewhat remote from the playing area. This will create more comfortable conditions for exercising in it. Access to the corner should be convenient so that the children themselves can approach it and study. In case of insufficient lighting, it is necessary to provide additional. The proximity of the play area will interfere with classes in the corner and distract the child from completing tasks. The filling of the correction corner should be carried out in sections:

articulation gymnastics in pictures: (pictures for articulation exercises, sets of exercises for articulation in pictures-tables). You can make it yourself, and take the description from methodical literature. For example: T.A. Kulikovskaya "Articulation gymnastics in verses and pictures", "Articulation gymnastics in counting rhymes", V.V. Konovalenko, S.V. Konovalenko "Articulation, finger gymnastics and breathing-voice exercises";

fine motor skills: spinning tops, dry pool, lacing, mosaic, puzzles, stencils for hatching, internal and external strokes, pencils, etc.;

breath: turntables, pipes, balloons for inflation, bubbles, air jet games, etc.;

higher mental functions: cut pictures, dominoes, “The fourth extra”, “Color and shape”, “Learn by contour”, etc. It is advisable to discuss the content of this section with a psychologist;

phonemic awareness: games for the differentiation of sounds - for example, Games with paired cards by Z.T. Bobyleva;

sound pronunciation: albums on the automation of sounds by V.V. Konovalenko, S.V. Konovalenko; game exercises L.A. Komarova; games for the automation of sounds: “Speech therapy lotto”, “Speech therapy domino”, “Steam locomotive”, “Pick and name”, etc.);

vocabulary: pictures reflecting the studied lexical topic(plot and subject); educational puzzles, games: loto, “Pick up a couple”, “Who will name more”, “Part and whole”, etc.;

grammatical structure of speech: EM games Karpova, E.V. Solovieva,
V.V. Konovalenko, S.V. Konovalenko, the game “Whose tail?”, “One is a lot”, “Call it affectionately”, “What is not?” and etc.;

coherent speech: plot pictures, “Guess by the description”, “When does it happen?”, “We play in the profession”, etc .;

charter: schemes of words, sentences, games: “Pick a word for a scheme”, “Make a sentence according to a scheme”, “Add a word”, crossword puzzles, rebuses, etc.

interesting material, which is used in our correctional corner, is the Speech Cube game guide. The manual is cubes of different sizes, made of light materials (cardboard, plastic, foam rubber, fabric, polystyrene). On each face of the cube is speech material. This material is used for articulation exercises, for the development of general and fine motor skills, lexical and grammatical structure and coherent speech in children. It is changed by educators as children learn different topics. On their own, children play with cubes in their free time, consolidating the material worked out in the classroom with a speech therapist teacher. While playing, preschoolers throw a cube and perform the task that fell on the face of the cube. Each cube has its own name, reflecting the purpose of its (cube) use. A special place in the objective world of the child is occupied by a toy. She is a friend, a partner in the world of games, an interlocutor. Puppet therapy allows solving such important correctional tasks as overcoming uncertainty, shyness, achieving emotional stability and self-regulation. Therefore, the key character of the correctional corner can be made a toy. Such a toy should be multifunctional. This is definitely an animated character. His ability to move (with the help of an adult or a child), to ask or answer questions, to make riddles, to invent interesting stories, inviting friends to visit, presenting unexpected surprises arouses a keen interest in children, encourages speech activity. The toy may have a bright movable tongue, with which it is easy to explain articulation exercises to children. Her clothes may contain various elements for the development of fine motor skills of hands (buttons, hooks, buttons, laces, Velcro, buckles, zippers, clips, etc.). The fabric from which the clothes are sewn can be different, which allows children to easily learn the names of materials, as well as characterize their properties (using tactile sensations). The color scheme helps to remember the primary colors. If the character has movable arms or paws, then with their help, children quickly master the orientation in the body scheme. The teacher conducts a lesson in a speech therapy corner in the afternoon on the instructions of a speech therapist. With children, the articulation of sounds, automation in words in subject pictures are worked out. Sentences and short stories are made up with these words. With a group of children, a game can be organized to differentiate delivered sounds or expand vocabulary. mosaics, puzzles, call pictures in sound albums, play a speech therapist. One of the main conditions for the quality of corrective speech impact is the sincere interest of the teacher in his results, the desire to help the child, the constant readiness to provide him with the necessary help and support in cases of difficulty. If the adult wants it, the child will want it too.

Thus, the use of a correction corner allows you toexpand the speech environment in the group, create emo in childrenrational responsiveness and desire to participate in verbal communicationcoadults and independently, during the game, easily and naturallyday to day develop and improve your speech skills.