Correctional work of a teacher - a speech therapist in the conditions of the Federal State Educational Standard

Compiled by speech therapist Rogotneva N.I.

MBDOU "CRR-Kindergarten No. 38 "Golden Key"

All activities of preschool educational institutions are aimed at the implementation of the Federal State Educational Standard. The purpose of speech therapy work is timely diagnosis, prevention and correction of speech disorders that prevent the assimilation of program material, increasing their speech literacy and activity. A distinctive feature of the new standard is its active nature, which sets the main goal of developing the personality of the pupil. The leading activity of a preschooler is play activity. But for children with various speech disorders, the main activity is both playing and communicative. And the goal of communication with the child in the new conditions of the Federal State Educational Standard was not an objective, but a personal result. First of all, the personality of the child himself and the changes that occur with him in the process of correction and education are important.

The success of correctional and developmental activities in the new conditions of the Federal State Educational Standard is ensured by the implementation of the following principles:

1. Unity of diagnostics and correction. According to this principle, we conduct a mandatory comprehensive diagnostic examination of the child and, based on its results, the goals and objectives of an individual correctional and developmental program are determined. At the same time, we constantly monitor the development of the child's lexical and grammatical structure, coherent statements, his activities, behavior, the dynamics of his emotional states, feelings and experiences.

2. Activity principle of correction. In speech therapy classes, at the beginning of the lesson, children need to create a positive attitude to perceive and awaken interest in learning new material, as well as to correct psychophysical functions. To this end, various options are carried out: elements of psychotherapy, the use of music, relaxation, mimic and imitating exercises, etc. In an interesting way, we fix lexical and grammatical categories, develop coherent speech, practice correct pronunciation, which helps to get a good experience of communicating with each other and with adults. A well-chosen developmental environment also contributes to the implementation of this principle. In our work, we use various exercises and tasks that contribute to the development of memory, attention, and logical thinking.

3. Complexity of methods of psychological influence.

This principle allows us to use the whole variety of methods, techniques, and means in the education and upbringing of children with OHP. Among them are those that have received the most distribution and recognition in the theory and practice of correction in recent years. We use such methods of game correction as finger gymnastics, Su-Jok therapy, drawing with semolina, coding the words "Cipher", finger steps for the development of fine motor skills. Through methods and techniques aimed at self-regulation throughout the lesson, from the organizational moment to summarizing the lesson, we try to achieve the ability to adequately respond to the emotional experiences of loved ones, to empathize with significant characters in works of art; to form the ability to use expressive means to convey emotions and feelings; improve the development of emotional perception of the world

5. Active involvement of the closest social environment in working with the child .

For this purpose, parents are consulted on the state of speech skills of pupils, the content of speech therapy work, its effectiveness, and consolidation of results at home.

Taking into account the indicated principles makes it possible to ensure the integrity, consistency and continuity of the tasks and content of training and development activities. In addition, their consideration made it possible to provide an integrated approach to the elimination of general underdevelopment of speech in children.

Correction and development are determined by the following areas (selected depending on the structure of the speech defect):

1. Correction of speech disorders:

development of articulatory motility, joint movements of the articulatory apparatus and hands (bioenergy plastics);

development of paralinguistic means of communication (prosody) and voice properties;

development of speech breathing;

development and correction of phonemic processes;

formation and enrichment of vocabulary, lexical work;

formation and development of the grammatical structure of speech;

development of connected speech.

2. Correction of non-speech processes:

development of mental processes (perception, attention, memory, thinking, arbitrariness and motivation);

development of general and small motor skills;

development of regulation (including self-regulation actions);

development of visuospatial functions;

Prepared by: teacher-speech therapist of the highest qualification category Svetlana Viktorovna Shumova, Municipal preschool educational institution "Kindergarten of combined type No. 1"

Changes have taken place in the system of preschool education in recent years: a new "Law on Education in the Russian Federation" , Federal State Educational Standards for Preschool Education. For the first time in the history of our country, pre-school education has become the first level of education.

The new requirements that are invested by the legislation in understanding the work of a speech therapist at the present stage are to restructure their activities with knowledge of new technologies, new rules, new approaches to organizing their own work.

Speaking about the work of a speech therapist within the framework of the federal state standard, I want to dwell on those documents that regulate the work of a speech therapist.

In our work, we are primarily guided by:

• Law of the Russian Federation "On Education" №273 F3
• federal law "On Special Education for Persons with Disabilities"
• "Model regulation on a preschool educational institution"
• Order of the Ministry of Education and Science of Russia dated 17. 10. 2013 N 1155 "On approval of the federal state educational standard for preschool education" .

These are the main documents regulating the activities of both correctional teachers in general and speech therapists in particular. They belong to the field of general education, and at the moment there are no standards, federal and state requirements that would directly relate to correctional education. There are only draft laws, public hearings, public discussions of the draft concept of the Federal State Educational Standard for students with disabilities. This standard was developed by specialists from the Institute of Correctional Pedagogy and KP RAO in Moscow. This standard was discussed, but so far this standard has not been accepted, because both in the government and in the circles of the pedagogical community, the issue of integration is now widely discussed, the question of where children with developmental problems should study, in particular children with speech pathology, intellectual disability. The issue is being resolved, and this project is supported by the government. Everyone tends to think that inclusion is inclusion, but there are categories of children who cannot be taught in any way in the general education school system, in particular, the category of children with intellectual disabilities. Currently, the system of correctional education, defectology is preserved and this standard, discussed, corrected, not yet adopted, is freely available on the ICPRAO website.

A feature of the GEF project of primary general education for children with speech disorders is that the decision to choose an educational route is given not to the general program, but to a specific specialist who will work with the child and depends on the requests of parents, on an objective picture of the physical and mental status of the child. The more complex the structure of the defect, the more the program becomes variable, the greater the share of life competence acquires, i.e. the formation of vital skills. Programs for children with speech pathology at least. For preschoolers, these are T.B. Filicheva, G.V. Chirkina, G.A. Kashe. For schoolchildren, for children with dysgraphia, with dyslexia does not exist. Only options are recommended for speech therapists-practitioners who, in each specific case, build their work in relation to the strategy of correctional and speech therapy work with the contingent of children who came to them in an educational institution.

Paragraph 2.6 of the Federal State Educational Standard defines the directions for the development and education of children (educational areas):

• socio-communicative development
• cognitive development
• speech development
• artistic and aesthetic development
• physical development.

I want to focus on "speech development". Although this area is singled out as a separate one, we can find interdisciplinary connections in the implementation of all these areas. For example: physical development includes motor development, development of general motor skills. Where without general motor skills in the correction of phonetic disorders in dysarthria in children, where general motor skills are fine, there is articulation, where speech therapy is, there is physical education. If we are talking about artistic and aesthetic development, then it is understood that children develop musical abilities, if these are musical abilities, then this is the work of a music director, and if this is the work of a music director and a speech therapist, then this is a lesson in logorhythmics, without logorhythms classes with children with stuttering.

Speech development includes:

• language skills as a means of communication
• active vocabulary enrichment
• development of coherent speech, grammatically correct dialogic and monologue speech, development of speech creativity
• development of sound and intonation culture of speech, phonemic hearing
• acquaintance with book culture, children's literature, what we do not deprive of attention in the structure of a speech therapy lesson, when we say that any lesson should be built within the framework of one lexical topic, is united by a common game plot.
• listening comprehension of texts of various genres of children's literature. This is a hint at the development of impressive speech, at the understanding of reversed speech, including that realized in children's literature, in writing and speech creativity.
• the formation of sound analytical and synthetic activity as a prerequisite for literacy (prevention of dysgraphia, dyslexia, writing disorders in general. Fully taken into account in this section, in this direction in the structure of the PEP of a preschool educational institution.

In this area, all areas of work that we, speech therapists, work with are defined.

The content of the work will depend on who we work with, on the age and individual characteristics of the children, and will be determined by the goals and objectives of the program. It will be reflected in the general education program and the partial program of a speech therapist. It can be realized in communication, in a game, in cognitive and research activities. This provides an opportunity for creativity, i.e. this can be done in any kind of activity in a group, office, in the structure of the classes of other specialists. But no one forbids holding traditional speech therapy classes, which later at school will turn into a class-lesson system. Sedately sitting at the table, and not lying on the floor, in front of a mirror and in the structure of traditional communication, a teacher-student, a child with speech pathology - a speech therapist, a child-adult. Both in group and in subgroup and individual forms of work.

The main idea of ​​the Federal State Educational Standard is to support the diversity of childhood through the creation of conditions for the development of the abilities of each child. Each child will develop at the pace that is characteristic of him. Modern children are different from us, therefore, it is more and more difficult to establish interaction between a child and a parent, a child with a teacher, a child with society.

Unfortunately, a generation of children is currently growing, often indifferent to speech activity, demonstrating a dislike for difficult tasks, avoiding regular efforts and difficulties in general. Speech communication for such babies is not personally significant.

Observed and "fading" parental initiative is another of the urgent problems of today. Therefore, it is so important to search for and introduce into practice new forms of work with preschoolers and their parents.

Children with speech disorders often have an unstable psyche, they have an unstable psycho-emotional state, reduced performance and fatigue. Speech therapy classes for such children are hard work. It's nice when children with joy and desire go to classes with a speech therapist, in anticipation of what awaits them today. And what can they expect? An attractive environment for the workspace of a speech therapist, aesthetic design, game teaching aids, is the only way to interest a child and invite him to a dialogue.

In these changing conditions, we teachers of preschool education need to be able not only to freely navigate a wide range of modern technologies, but also to effectively implement them.

In accordance with the Federal State Educational Standard, the educational process should be based on age-appropriate forms of work with children.

Involving a child in activities is possible only when he is interested, when he is passionate and plays. And what is the main form of work with children of preschool age and the leading activity? Of course, it's a game. If the game for the child is the main activity, then we, as teachers, need to adjust to the game, what kind of game? A game that was built on the initiative of children, that is, an exciting game with meaning. To do this, I tried to create a content-rich environment for the implementation of productive, exciting, educational and creative joint activities with children.

At present, the interest of teachers has increased significantly (teachers-speech therapists, educational psychologists, educators) to the use of sand games in working with children.

Light tables for sand painting have become especially popular now. It's not really a game though. Working with sand develops tactile sensations and motor skills of the hands.

Sand painting is ideal for activities with hyperactive and overly excitable children. The sand therapy method is especially suitable for children who, for whatever reason, refuse to perform various tasks in traditional classes.

The natural need of children to play with sand led me to the idea of ​​using the sandbox in my work. Partial transfer of speech therapy classes to the sandbox gives a greater educational and educational effect than standard forms of education.

Firstly, the desire of the child to learn something new, experiment and work independently increases significantly.

Secondly, when using sand games, tactile sensitivity is developed as the basis "manual intelligence" .

Thirdly, in games with sand, all cognitive functions develop more harmoniously and intensively. (perception, attention, memory, thinking) as well as speech and motor skills.

Fourthly, the subject-play activity is being improved, which contributes to the development of the role-playing game and the child's communication skills.

So a box of sand appeared in my speech therapy room. For games-activities in the sandbox - a lot of figures no more than 8 cm high on various lexical topics. These are people, animals, vehicles, marine life, etc. toys from "Kinder Surprises" . Also various natural material (sticks, fruits, seeds, shells, etc.).

Illuminated sand drawing tablet (write syllables, draw (without light), compose a story according to the picture itself, draw vegetables, fruits, trees.

I add details to the sandbox, and we already get "Color Parallels" -

I add mystery to the situation, I ask the question: "How do you know what's hidden under the sand without touching it?" . At the same time, as a hint, I offer children a variety of objects: a stick, a tube, a stone, a rope, etc. I give a plan-scheme in which, with the help of symbols, it is indicated where the objects are located. The guys agree who reads the diagram (for example, the first item is in the yellow row, in the second cell from the top, etc.), and who with the help of a brush finds objects. Next, the couples determine and pronounce where the sound is hidden. Objects are settled in different sections of the sand table: objects with a sound at the beginning of a word are placed in the right section, and objects with a sound at the end of the word are placed in the left. In parallel, there is a development of spatial representations, which increases the effectiveness and quality of activities (productive-creative, cognitive).

With help "Merry Men" , which are a latex ball filled with sand, so that it can take on different shapes.

I give the children a task: when they hear the sound "WITH" , to blind a smile when there is no sound - sadness (lip corners down). This is how emotions are conveyed through facial expressions. "little men" and at the same time develop auditory memory.

I teach pupils the skill of synthesizing a syllable. I exhibit "little men" couples, (first blue next to red with sound symbol "BUT" , in the form of a mouth - a large circle). The child combines sounds and gets a syllable "SA" . Similar work is carried out with other vowel sounds.

I use playing exercises with sand in individual speech therapy work with children, and also as an element of a subgroup lesson.

Experience shows that the use of sand therapy allows you to open up even "notorious" child, to keep the preschooler working longer, and also to increase interest in speech therapy classes.

Along with this, it is known that sand absorbs negative mental energy and has a relaxation effect.

One of the non-traditional speech therapy technologies is Su-Jok therapy. ("Su" - hand, "Jock" - foot)

The well-known teacher V. A. Sukhomlinsky once said that the mind of a child is at its fingertips. And these are not just nice words. The thing is that in the human brain, the centers responsible for speech and finger movements are located very close. By developing fine motor skills, we activate neighboring areas of the brain responsible for speech. And the formation of speech contributes to the development of thinking.

In correctional and speech therapy work, Su-Jok therapy techniques can be used as a massage for dysarthria disorders, for the development of fine motor skills of the fingers.

Massage with a special ball. Since there are many biologically active points in the palm of your hand, massage with a special ball is an effective way to stimulate them. Rolling the ball between the palms, the children massage the muscles of the hands. (Stroke my palms, hedgehog! You are prickly, so what! I want to stroke you, I want to get along with you).

Each ball has "magic" ringlet.

We put the rings on the fingers one by one and massage them (finger game "finger boy" - Boy-finger, Where have you been? I went to the forest with this brother, cooked cabbage soup with this brother, ate porridge with this brother, sang songs with this brother).

Absolute safety - misuse never causes harm - it is simply ineffective.

In my work I also use tablets by I. Lykova, I. Maltseva "Logic kid" with sets of cards with exercises for children to master the initial reading and writing.

I widely use ready-made picture and graphic schemes and plans for stories Bardysheva T. Yu., Monosova E. N.

The authors note that the most effective in the work are the methods and technologies for the development of coherent speech, based on building a coherent statement with the help of visual images (subject pictures, stimulus symbols, of which the sentence scheme and story plan are made up. Coherent speech in this case is formed using pictures -graphic diagrams Thanks to this technique, children will be able to adequately use various types of sentences, retell texts and compose stories based on picture-graphic plans on their own.

“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly” . (K. D. Ushinsky).

Recently, in my work I began to use such a form of work as - Lapbook. I decided to arrange games and speech material for fixing sound in the form of a laptop that is now fashionable. A lapbook is such a homemade book - a clamshell or a themed folder with different pockets and moving parts. It collects material on a specific topic. At the same time, a finished lapbook is not just a craft. This is the final stage of work on the sound that the child has done on the topic. At each stage of work on fixing the sound on my assignment, children, together with their parents, make pockets for games, select games, riddles, tongue twisters, pictures and other material for games. In a laptop "At Shipelochka's Visiting" games and exercises are presented, aimed not only at automating sound [w], but also tasks for the development of phonemic hearing, sound analysis and synthesis, the prosodic side of speech, and grammar. All work with a laptop contributes to the enrichment of vocabulary, the development of thinking, visual perception, memory, attention, fine motor skills.

We live in the information age. Computerization has penetrated almost all spheres of life and activity of modern man. Therefore, the introduction of computer technologies in education is a logical and necessary step in the development of the modern information world as a whole. In accordance with the Concept for the introduction of new information technologies in preschool education, the computer should become the core of the developing subject environment in kindergarten. Therefore, it is important to create a system of work using a computer for the development of the child and, above all, the formation of his psychological readiness for life and activity in a society that widely uses information technology. For a preschool child, a game is a leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected developing computer games and tasks are for the child, first of all, a game activity, and then educational. Children receive an emotional and cognitive charge that makes them want to consider, act, play, and return to this activity again. This interest underlies the formation of such important structures as cognitive motivation, arbitrary memory and attention, prerequisites for the development of logical thinking.

Special computer games "Learning to speak correctly" , "Games for tigers" etc. "Speech games" for an interactive whiteboard.

Recognizing that the computer is a powerful new tool for the intellectual and creative development of children, it must be remembered that it should only complement the teacher, and not replace him.

As a speech pathologist, I use ICT in my work to:

1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, internet, printer, presentation).
2. Selection of additional educational material for classes, acquaintance with event scenarios.
3. Acquaintance with periodicals, developments of other teachers.
4. Preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
5. Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings, master classes, "Round tables" .
6. Exchange of experience: creation of own mini-sites on popular portals, publication of materials of pedagogical activity on various sites.

In my practice, I actively use Internet resources as the main source of self-education. In order to meet the standard of a modern specialist, she registered mini-sites on well-known portals on the Internet.

In my practical activities I use presentations for children and their parents, colleagues as part of open events (classes, joint project activities with teachers of preschool educational institutions).

The standard of preschool education makes special demands on the activities of a speech therapist. A modern speech therapist is obliged to carry a positive mood in communicating with children, parents, colleagues, which allows to establish communication links, to withstand stressful situations.

And the innovative technologies that I use in my own speech therapy practice are based on the priority areas of the Federal State Educational Standard.

Work logopoint

in the context of the introduction of GEF DO

Teacher - speech therapist: O.P. Wedel

MBDOU "Pleshanovskiy Kindergarten No. 1"

Main tasks

speech pathologists are:

timely detection of violations of the development of speech of pupils;

determination of their level and nature;

elimination of various speech disorders;

prevention of more serious speech disorders

at pupils;

advisory and methodological assistance for teachers

and professionals, parents

pupils.

The main feature of the organization of educational activities in preschool educational institutions at the present stage

raising the status of the game as the main activity of preschool children;

inclusion in the process of effective forms of work with children.

Child and adult both subjects interactions.

Activity child, no less than the activity of an adult.

The main activity is the so-called children's activities.

The main model for organizing the educational process is joint activities of adults and children.

Main forms of work with children - looking, observing, talking, talking, experimenting, etc.

motives learning is primarily related to interest of children to types of activities.

home goal the teacher in the classroom to form and support the children's initiative to perceive new information.

The so-called free entrance classes.

Features of modern preschool education :

The structure of a speech therapy lesson:

1. Organizational moment.

2. Development of visual perception and visual memory.

3. Development of visual-spatial orientation.

4. Development of auditory perception, auditory attention, auditory memory.

5. Development of articulatory motor skills.

7. Theme announcement.

8. Work on the syllabic structure, sound analysis of syllables.

9. The result of the lesson.

10. Evaluation of the work of children in the classroom.

Requirements

for group lessons:

W The action must be dynamic.

Game fragments and surprise moments.

Frequent change of activities.

The development of communicative orientation in children.

Teach children to listen, hear, correct mistakes in someone else's and in their own speech.

Various didactic material.

With amoe the main thing - Children need to talk a lot in class.

The main task of individual lessons is formation of the sound side of speech

interesting

productive

child's speech activity

Work program "Correction of speech disorders at the preschool speech center"

Designed for pupils of the 6th and 7th year of life.
The implementation period is 2 years.
Program content
1. Explanatory note
3. Integration of educational areas in speech therapy work
4. The content of speech therapy work
5. Planned results of mastering the work program
6. Applications
7. List of Literature

1. Explanatory note
Preschool educational institutions are the first stage of continuous education and are included in the system of public preschool education. They play a leading role in the upbringing and development of children, in preparing them for school.
At present, in our preschool educational institution, the content of the educational process is built in accordance with the main educational program for preschool education developed on the basis of an exemplary general educational program for preschool education “From Birth to School”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. This program involves the use of speech therapy support in the direction of "Cognitive - speech development" in the educational field "Communication".
Children with speech disorders are considered as a group of pedagogical risk, because their physiological and mental characteristics make it difficult for them to successfully master the educational material at school. Readiness for schooling largely depends on the timely overcoming of speech disorders. Children with speech disorders need a special organization of corrective and speech therapy assistance, the content, forms and methods of which should be adequate to the capabilities and individual characteristics of children.
In order to provide diagnostic and correctional support for pupils, a speech center functions in the kindergarten.
In connection with the appearance in general education kindergartens of a large number of children with speech disorders, including children with severe speech disorders, such as general underdevelopment of speech, it became necessary to introduce specialized programs for the correction of these disorders at the speech therapy center at the MDOU:
- "The program of preparation for school of children with general underdevelopment of speech" (T.B. Filicheva, G.V. Chirkina);
- "The program of corrective education and upbringing of children with OHP of the 6th year of life" (T.B. Filicheva, G.V. Chirkina);
- "The program of training and education of children with phonetic and phonemic underdevelopment" (T.B. Filicheva, G.V. Chirkina);
- "The program of classes on the development of phonemic hearing and perception, sound analysis and synthesis in preschool children" (T.B. Filicheva, G.V. Chirkina);
- "The system of correctional work in a speech therapy group for children with ONR" (N.V. Nishcheva);
- "Elimination of OHP in preschool children" (T.B. Filicheva, G.V. Chirkina)
- Learn to speak correctly. Correction system for general underdevelopment of speech in children of 6 years old. ”(T.A. Tkachenko)
The goal of the program is to form a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate hearing pronunciation skills in various situations, and develop coherent speech.
In the process of remedial training for children of speech pathologists, the following tasks are solved:
- early detection and timely prevention of speech disorders;
- elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllabic structure) and the development of phonemic hearing (the ability to perform operations of distinguishing and recognizing phonemes that make up the sound shell of a word);
- development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word);
- clarification, expansion and enrichment of the lexical side of speech; formation of the grammatical structure of speech; development of coherent speech of preschoolers;
- implementation of continuity in work with the parents of pupils, employees of the preschool educational institution and specialists of the children's clinic, medical institutions;
- care for the health, emotional well-being and timely comprehensive development of each child;
- variability in the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;
- respect for the results of children's creativity;
- the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family.
The solution of the goals and objectives of education outlined in the Program is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution.
Achieving the goal and solving problems is carried out taking into account the following principles:
- the principle of a proactive approach, dictating the need for early detection of children with functional and organic developmental disabilities, on the one hand, and the development of an adequate speech therapy impact, on the other;
- the principle of a developmental approach (based on the idea of ​​L. S. Vygotsky about the "zone of proximal development"), which consists in the fact that training should lead the development of the child;
- the principle of a multifunctional approach, which provides for the simultaneous solution of several correctional tasks in the structure of one lesson;
- the principle of consciousness and activity of children, which means that the teacher should provide in his work methods for activating the cognitive abilities of children. Before the child it is necessary to set cognitive tasks, in the solution of which he relies on his own experience. This principle contributes to a more intensive mental development of preschoolers and provides for the child's understanding of the material and its successful application in practical activities in the future;
- the principle of accessibility and individualization, which provides for taking into account age-related, physiological characteristics and the nature of the pathological process. The action of this principle is based on the continuity of motor, speech tasks;
- the principle of gradual increase in requirements, which implies a gradual transition from simpler to more complex tasks as skills are mastered and consolidated;
- the principle of visualization, which ensures close interconnection and wide interaction of all analyzer systems of the body in order to enrich the auditory, visual and motor images of children.
Characteristics of the contingent of pupils
The structure of speech disorders in preschoolers is heterogeneous. Children with the following speech conclusions are enrolled in speech therapy classes:
- phonetic-phonemic underdevelopment of speech;
- phonetic underdevelopment of speech;
- general underdevelopment of speech - 3, 4 level of speech development.
If a pupil has a complex speech pathology (OHP, stuttering), a speech therapist is obliged to recommend that parents visit a consultation with a district speech therapist in a children's clinic, a psychoneurologist, and then follow the recommendations of specialists. In the event that the parents of a child with a complex speech pathology refuse to comply with the recommendations, the speech therapist is not responsible for eliminating the defect.
Characteristics of children with phonetic-phonemic underdevelopment of speech (FFNR)
Phonetic and phonemic underdevelopment of speech is a violation of the process of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
The defining feature of phonemic underdevelopment is a reduced ability to analyze and synthesize speech sounds that provide perception of the phonemic composition of the language. In the speech of a child with phonetic and phonemic underdevelopment, difficulties are noted in the process of forming sounds that are distinguished by subtle articulatory or acoustic features.
The unformed pronunciation of sounds is extremely variable and can be expressed in a child’s speech in various ways:
replacing sounds with simpler ones in articulation;
difficulty distinguishing sounds;
features of the use of correctly pronounced sounds in a speech context.
The leading defect in FFNR is the lack of formation of the processes of perception of speech sounds, which entails difficulties for children in the practical understanding of the basic elements of language and speech. In addition to all the above features of pronunciation and the distinction of sounds, with phonemic underdevelopment in children, the prosodic components of speech are often violated: tempo, timbre, melody.
Manifestations of speech underdevelopment in this category of children are expressed in most cases not sharply. There is a poverty of the dictionary and a slight delay in the formation of the grammatical structure of speech. With an in-depth examination of children's speech, individual errors can be noted in case endings, in the use of complex prepositions, in matching adjectives and ordinal numbers with nouns, etc.
Characteristics of children with phonetic speech underdevelopment (FNR)
Phonetic underdevelopment of speech is a violation in its sound (phonemic) design during the normal functioning of all other utterance operations.
Violation of the sound design of speech is due to incorrectly formed articulatory positions. Most often, the wrong sound in its acoustic effect is close to the right one. The reason for the distorted pronunciation of sounds is usually insufficient formation or impaired articulatory motility.
Distinguish the following violations of sounds:
- distorted sound pronunciation;
- lack of sound in speech;
- replacement of one sound with another, close in its articulation pattern.
Characteristics of children with general speech underdevelopment (OHP)
General underdevelopment of speech in children with normal hearing and initially intact intellect is a speech anomaly in which the formation of all components of the speech system suffers: sound pronunciation, sound analysis skills, vocabulary, grammatical structure, coherent speech. The main contingent of older preschoolers has the third level of speech development.
The third level of speech development is characterized by the appearance of extended everyday speech without gross lexico-grammatical and phonetic deviations. Against this background, there is an inaccurate knowledge and use of many words and an insufficiently complete formation of a number of grammatical forms and categories of the language. In the active dictionary, nouns and verbs predominate, there are not enough words denoting qualities, signs, actions, states of objects, word formation suffers, and the selection of words with the same root is difficult. The grammatical structure is characterized by errors in the use of prepositions: in, on, under, to, from under, because of, between, etc., in coordinating various parts of speech, building sentences. The sound pronunciation of children does not correspond to the age norm: they do not distinguish similar sounds by ear and in pronunciation, distort the syllabic structure and sound content of words. A coherent speech statement of children is distinguished by the lack of clarity, consistency of presentation, it reflects the external side of phenomena and does not take into account their essential features, cause-and-effect relationships.
Children with OHP differ from their normally developing peers in the features of mental processes. They are characterized by instability of attention, a decrease in verbal memory and memorization productivity, a lag in the development of verbal and logical thinking. They are characterized by rapid fatigue, distractibility, increased exhaustion, which leads to the appearance of various kinds of errors. Many children with OHP have motor disorders of the articulatory apparatus: changes in muscle tone in the speech muscles, difficulties in fine articulatory differentiation, limited ability to voluntarily move. Violation of fine motor skills of the hands is closely related to speech disorders: insufficient coordination of the fingers, slowness and awkwardness of movements, stuck in one position.
These deviations in the development of children suffering from speech anomalies are not spontaneously overcome. They require specially organized work to correct them.
2. Organization of educational activities
The effectiveness of speech therapy work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process: a speech therapist, parents and teachers.
The organization of the activities of a speech therapist, educators and other specialists during the year is determined by the tasks of the work program. Speech therapy examination is carried out from 1 to 15 September, from 15 to 31 May. (Appendix 1) Speech therapy frontal (subgroup) and individual classes are held from September 15th.
Number of classes: 2 times a week (individual and frontal). The distribution of speech development classes conducted during the week meets the requirements for the maximum educational load on a child in a preschool educational institution, defined by SanPiN No. 2.4.1.-1249-03. According to the standards “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational institutions. SanPin 2.4.1.1249-03, approved by the Chief State Doctor of the Russian Federation, as well as experience in the functioning of preschool speech therapy centers, shows that it is necessary to reduce the number of frontal and subgroup classes, and increase the time for individual work. Taking into account the requirements for the organization of the daily routine and training sessions, the maximum allowable volume of the weekly educational load should not exceed the norms allowed by the SanPins (clause 2.12.7). In accordance with the SanPins, the duration of classes for the 6th year of life is 25 minutes, with children of the 7th year of life 30 minutes.
This program was developed for implementation in the conditions of a speech therapy center of a kindergarten of a general developmental type, that is, the schedule of directly educational activities does not provide for special time for the frontal activities of a speech therapist teacher. Speech therapy individual classes are held from September 16 to May 15, both during hours free from direct educational activities, and during its implementation. A speech therapist teacher takes children to his classes at any time, except for physical education and music classes.
Classes with pupils are held both individually and in a microgroup (2-3 people). The main form of speech therapy correction is individual lessons. The frequency of microgroup and individual lessons is determined by the teacher-speech therapist, depending on the severity of the violation of speech development. Microgroup classes are held with pupils who have: general underdevelopment of speech; the same type of violation of sound pronunciation.
The release of children is carried out throughout the school year as their speech defects are eliminated.
The program is compiled taking into account the main forms of organization of remedial classes:
individual - the main goal is the selection of complex exercises aimed at eliminating specific violations of the sound side of speech in dyslalia, dysarthria. At the same time, the speech therapist has the opportunity to establish emotional contact with the child, draw his attention to monitoring the quality of the sounding speech of the speech therapist and the child, choose an individual approach taking into account personal characteristics (speech negativism, fixation on a defect, neurotic reactions, etc.);
Tasks and content of individual lessons:
development of articulatory praxis;
phonation exercises;
clarification of the articulation of correctly pronounced sounds in various sound-syllabic combinations;
evoking and staging missing sounds or correcting distorted sounds;
the initial stage of their automation in light phonetic conditions.
microgroup - the main goal is to develop teamwork skills, the ability to listen and hear a speech therapist, to perform exercises at a given pace to develop the strength of the voice, change the modulation (in chorus, selectively); adequately assess the quality of children's speech production. A speech therapist can organize a simple dialogue to practice pronunciation skills; to exercise children in distinguishing phonemes similar in sound in their own and someone else's speech. For speech therapy work during microgroup classes, 2-3 children are united on the basis of the same type of sound pronunciation disorder. The composition of children in microgroups changes periodically during the year. This is due to dynamic changes in the speech correction of each child. The composition of microgroups is an open system, it changes at the discretion of the speech therapist, depending on the dynamics of achievements in pronunciation correction.
Tasks and content of microgroup classes:
strengthening the pronunciation skills of the studied sounds;
developing the skills of perception and reproduction of complex syllabic structures consisting of correctly pronounced sounds;
education of readiness for sound analysis and synthesis of words consisting of correctly pronounced sounds;
expansion of vocabulary in the process of fixing previously set sounds;
consolidation of age-appropriate grammatical categories, taking into account the sounds corrected in individual lessons.
The predominant form of correctional work is individual lessons, so there is no thematic long-term planning of group work with children. The planning of the content of speech therapy classes is carried out daily: the main directions in which it is planned to work in the lesson, the names of didactic games, articulation exercises are described. Such planning allows you to more clearly track the stages at which the work in the previous lessons was completed and, therefore, to carry out correction more efficiently.
The order of studying sounds, the sequence of lexical topics, the number of classes may vary at the discretion of the speech therapist.
Planning classes with children diagnosed with FN, FN, OHP-III eq.
6th year of life, divided into 3 periods of study
I period - October - November. 9 weeks, 18 lessons - 2 lessons per week,
7 o'clock 30 min.
II period - December - February 12 weeks, 24 lessons - 2 lessons per week,
10 o'clock
III period - March - May 12 weeks, 24th lesson - 2 lessons per week, 10 hours.
- sound pronunciation + connected speech
Total 66 lessons per year, 27 hours 30 minutes.
From May 15 - repetition of the material covered
Planning classes with children diagnosed with FN, FFN, OHP-III-IV ur.r.
7 years of life divided into 2 periods of study
I period - October - December. 13 weeks, 26 lessons - 2 lessons per week,
13 o'clock
II period - January-May. 21 weeks 42 lessons - 2 lessons per week, 21 hours.
- sound pronunciation, preparation for literacy + coherent speech
Total 68 classes per year 34 hours.
From May 15 - a repetition of the material covered.
Duration of classes with children: FN - from 3 to 6 months;
FFN and FN (polymorphic dyslalia) - 1 year
ONR-III lvl. - 1-2 years.
Individual sessions.
The frequency of individual lessons is determined by the nature and severity of the speech disorder, the age and individual psychophysical characteristics of the children, the duration of individual lessons is 10 minutes.
FN - 2 times a week;
FFN - 2 times a week;
OHP-III ur.r - 2-3 times a week.
Interaction with preschool teachers and parents
This program can be successfully implemented if parents (or persons replacing them) are included in the correctional and developmental activities, as well as teachers and kindergarten specialists (music director, head of physical culture, teacher-psychologist). Work on the speech development of children is carried out not only by a speech therapist, but also in the unregulated activities of educators: on walks, in the evening and morning hours, as well as during direct educational activities. Parents of the child and teachers of the kindergarten constantly reinforce the skills and abilities formed in the child.
When organizing educational activities, there are priorities in the work of adult participants in the educational process:
Psychologist:
- psychodiagnostics;
- identification of compensatory possibilities;
- training exercises.
Speech therapist:
- diagnostics, setting and automation of sounds;
- frontal correctional classes;
- individual remedial classes;
- excursions, observations;
- commenting on their activities (speaking out loud the next action);
- games and exercises for the development of general, fine motor skills;
- exercises for the formation of correct physiological breathing and phonation exhalation;
- outdoor games with speech accompaniment to consolidate the skills of correct pronunciation of sounds;
- games for the development of spatial orientation;
- exercises for the development of auditory perception, motor memory;
- games, exercises on the perception of color and shape.

- speech and language development.
Parents:
- games and exercises for the development of articulatory motor skills of the child;
- control over homework;
- control over the correct pronunciation of the child;
- implementation of the recommendations of all specialists;
- consolidation of skills and expansion of knowledge.
Musical director:
- elements of logorhythmics;
- staging diaphragmatic speech breathing;
- development of coordination of movements;
- music therapy;
- development of general and fine motor skills.
Educator:
- automation of sounds;
- development of phonemic hearing;
- expansion of the dictionary;
- development of coherent speech.
Physical education instructor:
- development of large and fine motor skills in games and exercises;
- integration of speech and motor function;
- development of the main types of movement.
Interaction of a teacher-speech therapist with participants in the correctional and pedagogical process

Physical Education Instructor
supervisor
Organization of a subject-spatial developing environment
1. Mirror with a lamp for additional lighting.
2. Table, 2 chairs for practicing by the mirror.
3. A set of probes for setting sounds.
4. Disposable spatulas, cotton wool, cotton buds, gauze pads.
5. Alcohol, sterilizer.
6. Breathing simulators, toys, aids for the development of breathing.
7. Card file of materials for automation and differentiation of sounds (syllables, words, phrases, sentences, nursery rhymes, tongue twisters, tongue twisters, texts)
8. Logopedic album for examination of speech.
9. Story pictures, series of story pictures.
10. "Algorithms" for compiling descriptive stories.
11. Subject and plot pictures for automation and differentiation of sounds.
12. Board-printed games for automation and differentiation of sounds.
13. Subject pictures on lexical topics.
14. Games for improving the grammatical structure of speech.
15. Didactic games to improve memory, attention, visual and auditory perception.
16. Noise, musical instruments for the development of phonetic perception.
17. Benefits for the development of all types of motor skills (articulatory, fine, general).
3. Integration of educational areas in speech therapy work
Educational area Objectives Type of activity
Physical culture To develop coordination and accuracy of actions. - finger gymnastics
- speech with movement
- physical education minutes
Health To form the correct posture when landing at the table. To expand knowledge about the structure of the articulatory apparatus and its functioning. - conversation

Communication To cultivate active voluntary attention to speech, to improve the ability to listen to addressed speech, understand its content, hear errors in one's own and other people's speech. Improve the ability to "speak" the game situation and, on this basis, develop the communicative function of speech. - game situations
- mini dramatizations

Reading fiction to children To develop interest in fiction, the skill of listening to fiction, to form an emotional attitude to what is read, to the actions of heroes; learn to express their attitude to what they read.
To teach expressively to read poetry, to participate in dramatizations - automation of set sounds in poetic texts, stories
Cognition To teach to perceive objects, their properties, compare objects, select a group of objects according to a given attribute. Develop auditory attention and memory when perceiving non-speech sounds. To learn to distinguish the sound of several toys or children's musical instruments, substitute items; loud and soft, high and low sounds. Continue to develop thinking in exercises for grouping and classifying objects. To form the tracing function of the eye and finger. Develop visual attention and memory in working with split pictures and puzzles. To improve and develop constructive praxis and fine motor skills in working with split pictures, puzzles, didactic toys, games, in finger gymnastics. - writing descriptive stories
- automation of delivered sounds in words
- didactic games for the development of auditory and visual perception
- games with mosaics, puzzles, with small objects
- finger gymnastics

Music To develop the ability to hear a rhythmic pattern. Learn to convey a rhythmic pattern. - didactic games and exercises
Artistic creativity Develop graphomotor skills. - hatching
Socialization Develop communication skills in the game. To improve the skills of playing board-printed didactic games, to learn to establish and follow the rules in the game. Develop the ability to stage poetry, play scenes. - desktop-printed didactic games
- theatrical games
- automation of delivered sounds in poems, stories, spontaneous speech
Labor Expand children's understanding of the work of adults, instill interest in the work of adults. Instill a desire to maintain order in your workplace. - conversation
- automation of delivered sounds in connected speech
- orders
Safety Teach safety precautions. To fix the rules of behavior on the street, with homeless animals, with household appliances. - games with small objects
- automation of sounds in coherent speech (retelling or compiling stories)
- conversation
4.Content of corrective work
Since children with various speech disorders (phonetic, phonetic-phonemic underdevelopment of speech, general underdevelopment of speech) are enrolled at the logopoint, it is important that individual correctional work includes precisely those areas that correspond to the structure of the speech disorder.
Oral speech disorders Areas of correctional work
Phonetic underdevelopment of speech - Correction of sound pronunciation
Phonetic-phonemic underdevelopment of speech - Development of phonemic perception


General underdevelopment of speech - Dictionary replenishment
-Improvement of the grammatical structure
- Improving coherent speech
- Development of phonemic perception
-Improvement of the syllabic structure of words
- Correction of sound pronunciation

With phonetic underdevelopment of speech, phonetic-phonemic underdevelopment of speech and general underdevelopment of speech, sound pronunciation correction includes the following steps:
I. Preparatory - 4-12 lessons;
II. The stage of formation of primary pronunciation skills and abilities - 20-50 lessons;
III. The stage of formation of communicative skills and abilities - 2-4 lessons.
Work at the preparatory stage is aimed at:
- the development of clear coordinated movements of the organs of the articulatory apparatus, the preparation of the organs of articulation for the production of certain sounds.
At this stage, in addition to articulation gymnastics, preparatory exercises are used:
for all sounds: “Window”, “Fence”,;




- development of speech breathing and a strong long-term air jet:
“What is hidden?”, “Football”, “Ship”, “Storm in a glass”, “Propeller”.
The stage of formation of primary pronunciation skills and abilities:
1. Statement of disturbed sounds, using various methods of imitation, mechanical, mixed.
The staging of sounds occurs in such a sequence, which is determined by the natural (physiological) course of the formation of sound pronunciation in children in the norm:
whistling C, 3, C, C", 3"
hissing Sh, Zh, Ch, Sh
sonors J, L, R, R"
Changes in the sequence of staging sounds depend on the individual characteristics of the children.
Work on staging sounds is carried out only individually: showing articulation in front of a mirror, showing the profile of a given sound, showing the position of the tongue with the hand, visual demonstration of the sound.
2. Automation of delivered sounds:
1) isolated pronunciation;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
3. Differentiation:
1) isolated sounds;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
The stage of formation of communicative skills and abilities implies the automation of the delivered sounds in spontaneous speech.
With phonetic-phonemic underdevelopment of speech and general underdevelopment of speech, one of the important areas of work is the development of phonemic hearing.
Corrective work, in addition to the above, includes the following steps:
I. Development of auditory perception, attention (carried out simultaneously with the preparatory stage);
II. Development of phonemic hearing (carried out simultaneously with the preparatory stage and the stage of formation of primary pronunciation skills and abilities);
III. Formation of sound-letter and syllabic analysis and synthesis of a word (carried out at the stages of formation of primary pronunciation and communication skills).
At the stage of development of auditory perception, attention is carried out:
1) exercises aimed at differentiating sounds that differ in tonality, pitch, duration: “Guess whose voice”, “Find a couple”, “Catch a whisper”, “Blinds with a voice”, “Guess what sounds”, “Where they called ? and etc..
2) reproduction of a rhythmic pattern by ear: “Clap like me”,
The stage of development of phonemic hearing includes:
1) exercises in recognizing a given sound among other phonemes and isolating it from a word in various positions: “Clap when you hear a sound”, “Determine the place of a sound in a word”;
2) exercises for the differentiation of sounds similar in articulation or acoustic properties: “Raise the desired symbol”, “One, two, three, repeat after me”
The stage of formation of sound-letter and syllabic analysis and synthesis of a word involves:
1) sequential isolation and combination of sounds in words of different syllabic structure: “Sound domino”, “Merry fisherman”, “Houses”, “Who is after whom?”, “Sounds quarreled”, “Catch the sound”, “The sound ran away”;
2) sequential isolation and combination of syllables in words of different syllabic structure: “Tell me a word”, “Confusion”, “Funny train”, “Buttons”,
"Pyramid";
3) designation of vowels and consonants (hard and soft) sounds with chips of the corresponding colors: “Select pictures”, “Sound lotto”, “Guess”, “Say the opposite”;
4) drawing up conditional graphic schemes: "Telegrapher".
With a general underdevelopment of speech, in addition to the above, the following areas of work are included:
Replenishment of the dictionary (carried out at the stages of the formation of primary pronunciation and communication skills):
1. nominative dictionary;
2. predictive dictionary;
3. Dictionary of signs;
4. numerals and pronouns;
5. word formation skills.
Improving the grammatical structure (carried out at the stages of the formation of primary pronunciation and communication skills):
1. inflection;
2. agreement.
Improving coherent speech (carried out at the stages of formation of primary pronunciation and communication skills):
1. retelling;
2. story based on a series of plot pictures;
3. a story based on a plot picture. (appendix 2)
The basis for conducting classes on the development of speech is the gradually expanding knowledge of children about the surrounding life in accordance with the intended topic (“Kindergarten premises”, “Professions”, “Clothes”, “Dishes”, “Food”, “Toys”, “Autumn ”, “Vegetables”, “Fruits”, etc.) (Appendix 3)

5.Planned results of mastering the work program
- correctly articulate all speech sounds in various phonetic positions and forms of speech;
- differentiate all studied sounds;

- find words with a given sound in a sentence, determine the place of sound in a word;
- distinguish between the concepts of "sound", "hard sound", "soft sound", "deaf sound", "voiced sound", "syllable", "sentence" at a practical level;
- name the sequence of words in a sentence, syllables and sounds in words;
- to produce elementary sound analysis and synthesis;
- to master intonational means of expressiveness of speech in retelling, reading poetry.
- understand addressed speech in accordance with the parameters of the age group;
- phonetically correctly design the sound side of speech;
- correctly convey the syllabic structure of words used in independent speech;
- use simple common sentences in independent speech, master the skills of combining them into a story;
- to possess elementary skills of retelling;
- master the skills of dialogic speech;
- master the skills of word formation: produce nouns from verbs, adjectives from nouns and verbs, diminutive and augmentative forms of nouns, etc.;
- grammatically correct independent speech in accordance with the norms of the language. Case, generic endings of words should be pronounced clearly; simple and almost all complex prepositions - used adequately;
- use words of various lexical and grammatical categories (nouns, verbs, adverbs, adjectives, pronouns, etc.) in spontaneous circulation;
- master the elements of literacy: the skills of reading and typing some letters, syllables, words, short sentences within the program.

6.Applications

Appendix 1
speech card
1. Last name, first name of the child __________________________________________
2.Date of birth________________________________________________
3. Home address______________________________________________
4. Full name parents:
Mother:__________________________________________________________
Father:__________________________________________________________
5. Information about the family _______________________________________________
parents' speech
6. Anamnesis:
From which pregnancy _____________________________________________
Speech development: (when they appeared)
Cooing _______________________ Babble ______________________________
Words _________________________ Phrase _______________________________
Has speech development been interrupted?
Did you have a speech pathologist before?
7. General sound of speech:
Voice___________________________________________
Speech rate ___________________________________________
Melodic-intonation side of speech ________________________________
Breath__________________________________________________________
Degree of speech intelligibility _______________________________________________
8. State of the motor sphere
a) The state of general motor skills
Motor memory (repeat 4 movements for the hands after the speech therapist): ___________ Arbitrary inhibition (march and quickly stop on cotton): ________________________________________________________________ Static coordination of movements (stand one foot behind the other in one line with eyes closed; stand on one leg with eyes closed) :_________________________________________________________ Dynamic coordination (march alternating step and clap): __________
The pace of movements (for a certain time to maintain a given pace in the movements of the hands): ______________________________________________ Sense of rhythm (tap a rhythmic pattern behind the teacher with a pencil): _______________________________________________________________.
b) The state of manual motor skills:
Static coordination of movements ___________________________________
Dynamic coordination of movements _________________________________
9. The structure of the articulatory apparatus
a) Mimic muscles at rest: nasolabial folds are pronounced, smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; there is salivation, no; there is asymmetry of the lips, no; lips close tightly, freely; hyperkinesis is, no
b) Lips: natural thickness, thick, splitting of the upper lip, postoperative scars, labial frenulum, short frenulum of the upper
c) Teeth: even, healthy, located outside the jaw arch, small, rare, crooked, underdeveloped, carious, normal size, diastema
d) Bite: physiological, open anterior, open lateral, unilateral, bilateral
e) The structure of the jaw: progenia, prognathia, norm
e) Hard palate: dome-shaped, excessively narrow, high, flat, low, cleft hard palate, splitting of the alveolar process, submucosal cleft, normal
g) Uvulus: absent, shortened, split, hanging motionless along the midline, deviated to the side, normal
h) Tongue: thick, flaccid, tense, small, long, narrow, parts of the tongue are not expressed, pulled deep into the mouth, outside the oral cavity, normal
i) Hyoid frenulum: short, elastic, stretched, incremented, inelastic, normal
10. Phonetic side of speech
Sound state:
The nature of the manifestation:
a) isolated violations
b) violations in syllables
c) violations in words
d) violations in phrases
Whistling Hissing Sonorous Trembling note
s s "z z" ts w w h sch l l "r r" j k k "g z" x Others
a
b
in
G
Passes - n
Distortions - and
Substitutions - h
11. Phonemic perception and phonemic hearing:
a) highlighting a sound (syllable) from a series of sounds (words): clap when you hear a sound (syllable);
b) repetition of a syllable by ear:
sha - sa_________ sa-sha __________ ta-da ______________ ka-ha __________
ka-ha-ka________ ta-ta-ta_________ pa-ba______________ ba-ba-pa_______
c) highlighting the first sound in words:
Anya ___________ house ___________ cat _____________
d) highlighting the last sound in words:
beetle ___________ glasses ___________ flour ____________
e) selection of pictures for a given sound.
f) Distinguishing paronymic sounds
Duck - fishing rod Roof - rat Mouse - bowl
Cancer - varnish Ears - mustache Scythe - goat Kidney - barrel
12. Syllabic structure of the word, sentence:
a) medicine ____________ elephant ____________ TV _________
school___________ rain______ cup____________
b) the children made a snowman ________________________________
the bird made a nest
13. Dictionary (examination of the active dictionary)
Subject Dictionary
a) name subject pictures:
eyes ___________ ball _______ birdhouse _______
stairs __________ elbows ___________ snail __________
bird ___________ doggy ___________
b) name the action on the subject:
snake ___________ fish _______________
bird ____________ dog ____________
c) name the object by its action:
mode _________ watching ___________ sawing ___________
sniffing ___________ sewing ___________ writing ___________
d) name the object according to its description:
Who is oblique, weak, cowardly? ___________
What shines, shines, warms? ___________
What is the name of the room where books are read and received? _____________
e) the name of the cubs: cats ________ dogs _______ cows __________ goats ___________ horses _____________ chickens ___________ ducks ________ wolves ________ foxes _________ bears __________
f) Generalizing concepts:
Crockery ________________________ furniture _____________________ vegetables _________________________ clothes _____________________ animals _____________________ fruits ____________________________
Understanding past tense verbs husband. and wives. kind:
Zhenya danced Zhenya danced
Valya sang Valya sang
Shura drew Shura drew
Feature Dictionary

Taste: berry ____________ lemon ______________ rowan _____________
Pick up signs for objects: hedgehog _______ cloud _________ tree _______

Selection of antonyms: large ________ cold ________ clean _______ hard _______ dull _________ wet _________ wide _________ light ________ high ________ older _______

14. The grammatical structure of speech
inflection
a) The use of nouns. h. in various cases: im.___ gender.___ date.___ wine.___ creates.___ suggestion.___
b) Formation of forms of the genitive plural of nouns:
"What is there in the forest?" ____________________________________________ “What is there in the garden?” _______________________________________________
"What is there in this room?"
c) Unit conversion. h. plural nouns: goat_______ eye________ chair________ detachment_______ forehead________ ear_______ tree__________ mouth_________ ticket_________ feather_________ window__________ sleeve_______ sparrow____________ doctor___________ swamp__________ lion_______ horn__________ bread__________ watchman_________
d) The use of prepositions: in ___ on ___ from ___ from ___ for ___ under ___ from under ___ from under ___
e) Coordination of numerals with nouns: one notebook ___ two notebooks ___ three notebooks ___ seven notebooks ___ one pencil ___ two pencils ___ three pencils ___ seven pencils ___ one apple ___ two apples ___ three apples ___ seven apples ___
word formation
a) Formation of a diminutive form of a noun: carpet __________ nest __________ head __________ bag _________ bucket _________ bird __________ grass ___________ ear _______ forehead _________ sparrow __________ chair __________ tree ___________
b) Formation of adjectives from nouns: snow ___________ paper ___________ glass ___________ plastic ___________ fur ____________ wool ___________ fluff _____________
c) The formation of compound words: crush a stone _________________ scoop up the earth _________________ mow hay _________________
15. The state of coherent speech
Drawing up proposals for the plot picture _______________________
____________________________________________________
Drawing up a story based on a plot picture _________________________________________________
Drawing up a story based on a series of plot pictures _________________ Retelling of the text __________ Independent story ___________________________________________
______________________

16. Understanding of speech and features of thinking
a) making up part of a whole
b) highlighting an extra item
c) space-time representations:
right hand left hand
top - bottom high - low
far - close middle
parts of the day ___________________________________________________
seasons__________________________________________________
d) perception of colors: red _____________ blue _________________ yellow ______________ green ___________ white ___________ black ______________ brown ___________
e) knowledge of geometric shapes: square __________ triangle __________ circle ____________ rectangle ________________
e) counting operations:
direct count __________ reverse count _________ ordinal count _________
g) understanding of the text:
The cat was sleeping on the roof, clenched its paws. A bird sat down near the cat. Don't sit close, birdie, cats are cunning!
Where did the cat sleep?
How did she sleep?
Who sat next to the cat?
What do we say to the bird?
17. Speech therapy conclusion ________

Appendix 2
INDIVIDUAL PLAN OF CORRECTIONAL WORK WITH A CHILD FOR THE ACADEMIC YEAR
Work on the correction of sound pronunciation begins in mid-September, after the completion of the survey.
Held daily until June 1, except for winter and spring holidays. In June, instead of individual subgroup corrective pronunciation classes, excursions, entertainment, and games are organized.
All individual-subgroup correctional work is conditionally divided into several stages.
I. Preparatory
Task: Careful and comprehensive preparation of the child for long and painstaking correctional work, namely:
a) arouse interest in speech therapy classes, even the need for them;
b) development of auditory attention, memory, phonemic perception in games and special exercises;
c) the formation and development of articulatory motor skills to the level of minimum sufficiency for staging sounds;
d) in the process of systematic training, mastering the complex of finger gymnastics;
e) strengthening of physical health (consultations of doctors - narrow specialists, if necessary, medication, massage, oxygen cocktail).
High-quality preparatory work ensures the success of sound production and all corrective work. Therefore, it requires maximum attention of a speech therapist and a large investment of time.
II. Formation of pronunciation skills and abilities
Tasks:
a) elimination of defective sound pronunciation;
b) development of skills and abilities to differentiate sounds similar articulatory and acoustically;
c) the formation of practical skills and abilities to use corrected (phonetically clean, lexically developed, grammatically correct) speech.
Types of corrective work at this stage:
1. Setting sounds in the following sequence:
whistling C, 3, C, C", 3"; hissing W, F, H, W; sonors J, L, R, R"
(the method of setting is mixed).
Preparatory exercises (except articulation gymnastics):
for all sounds: "Window", "Fence";
for whistlers: “Knead the dough”, “Pancake”, “Drive the ball into the goal”, “Pussy”;
for hissing: "Swing", "Cup", "Pipe", "Parachutik";
for L: “The steamboat is buzzing”, “Catch a mouse”;
for R, R": “Malyar”, “Turkeys are chatting”, “Woodpecker”, “Horse”, “Mushroom”, “Accordion”, “Drummer”.
Work on setting sounds is carried out only individually.
2. Automation of each corrected sound in syllables by
the measure of setting can be carried out both individually and in a subgroup:
a) C, 3, W, W, C, 3, "L" are automated first in direct syllables, then in reverse ones, and lastly in syllables with a confluence of consonants;
This sequence is determined by the natural (physiological) course of the formation of sound pronunciation in children in the norm and corresponds to the training program in the preparatory speech therapy group (sequence of frontal exercises).
However, changes are quite acceptable if they are dictated by the individual characteristics of individual children and contribute to their successful promotion.
Voiced consonants 3, Zh, 3" are not automatized in reverse syllables.
b) C, Ch, W, L - vice versa: first in reverse syllables, then in straight lines with a confluence of consonants;
c) R, R" you can start automating from a protor analogue and simultaneously generate vibration.
3. Automation of sounds in words is carried out following the traces of automation in syllables, in the same sequence.
As you master the pronunciation of each syllable, it is immediately introduced and fixed in words with this syllable. To carry out work on the automation of sounds in words, children with similar defects are combined into subgroups. All further corrective work is carried out in subgroups.
4. Automation of sounds in sentences.
Each word worked out in pronunciation is immediately included in separate sentences, then in short stories, nursery rhymes, tongue twisters, rhymes with this word are selected.
5. Differentiation of sounds:
S 3, S S, S-C, S-Sh;
F 3, F-Sh;
Ch-S, Ch-G, Ch-Sch;
Shch-S, Shch-T, Shch-H, Shch-Sh;
R-L, R-R", R-L", R-Y, L-L;
6. Automation of sounds in spontaneous speech (in dialogic speech, in games, entertainment, sensitive moments, excursions, work ...).

III. Improving phonemic perception and the skills of sound analysis and synthesis in parallel with the correction of sound pronunciation.
IV. Systematic exercises for the development of attention, memory, thinking on the material worked out in pronunciation.
V. The development of coherent expressive speech based on correctly pronounced sounds.
Lexical and grammar exercises; normalization of the prosodic side of speech; storytelling training.

Appendix 3

Literature for parents:
1. Agranovich Z. E. To help speech therapists and parents. A collection of homework for overcoming the phonemic side of speech in older preschoolers. - St. Petersburg: CHILDHOOD-PRESS, 2007.
2. Baskakina I. V., Lynskaya M. I. Logopedic games. - M.: IRIS-PRESS, 2008.
3. Bliskovskaya Yu., Grozovsky M., Vorlamova N. Azbuka. - M.: Rosmen, 2009.
4. Bortnikova E. Wonder-educator. - Yekaterinburg: Litur, 2006.
5. Vasilyeva S. A., Sokolova N. V. Logopedic games for preschoolers. - M., 1999.
6. Vorob'eva T. A., Krupenchuk O. I. Ball and speech. - SPb., 2001.
7. Zhukova N. S. Primer. - M.: EKSMO, 2008.
8. Zhukova O. S. Develop speech. - M.: Astrel, 2008.
9. Kolesnikova E. V. The development of phonemic hearing in children 4-5 years old. - M.: Yuventa, 2007.
10. Kolesnikova E. V. Development of sound-letter analysis in children aged 5-6 years. - M.: Yuventa, 2008.
11. Kolesnikova E. V. Tests for children 5 years old. - M.: Yuventa, 2001.
12. Kolesnikova E. V. Is your child ready for school? - M.: Yuventa, 2007.
13. Skvortsova I.V. Logopedic games. - M.: OLMA, 2008.
14. Tkachenko T. A. Sound analysis and synthesis. - M.: Bibliophile, 2007.
15. Tkachenko T. A. Logical exercises for the development of speech. - M.: Bookworm, 2005.
16. Teremkova N. E. Home speech therapy tasks for children with ONR. - M.: Gnome, 2007.
7. List of references
1. Agranovich Z.E. Collection of homework to overcome the lexical and grammatical underdevelopment of speech in preschoolers with ONR.-S.P .: Childhood-Press, 2002
2. Borovtsova L. A. Documentation of a teacher-speech therapist of a preschool educational institution. - M.: TC Sphere, 2008.
3. Volkova G.A. Methods of psychological and logistic examination of children
with speech disorders. Issues of differential diagnosis. - St. Petersburg, 2005.
4. Kiryanova R.A. Comprehensive diagnostics and its use by a speech therapist teacher in corrective work with children aged 5-6 years with severe speech disorders. - St. Petersburg, 2002
5. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the senior group for children with general underdevelopment of speech. – M.: Gnom-Press, 1999.
6. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with phonetic and phonemic underdevelopment of speech. – M.: Gnom-Press, 1998.
7. Konovalenko V.V., Konovalenko S.V. Individual-subgroup work on the correction of sound pronunciation. - M .: Publishing house GNOM and D, 2001.
8. Kurdvanovskaya N.V. Planning the work of a speech therapist with children 5-7 years old. - M .: TC Sphere, 2007.
9. N.V. Nishcheva. The program of correctional developmental work for children with OHP. - St. Petersburg: CHILDHOOD - PRESS, 2004.
10. Povolyaeva M.A. Handbook of a speech therapist. - Rostov-on-Don: "Phoenix", 2001.
11. Polozova N.V. Basic requirements for labor protection and sanitary provision in a preschool institution. Collection of documents and recommendations. – M.: ARKTI, 2005.
12. Stepanova O.A. Organization of speech therapy work in a preschool educational institution. - M .: TC Sphere, 2003.
13. Tkachenko T.A. learn to speak correctly. OHP correction system in 6-year-old children. Handbook for educators, speech therapists and parents. - M .: "Publishing house GNOM and D", 2004.
14. Filicheva T.B., Chirkina G.V. The upbringing and education of preschool children
age with phonetic-phonemic underdevelopment. Program and guidelines for a preschool educational institution of a compensatory type. - M .: School Press, 2003.
15. Filicheva T.B., Chirkina G.V., Tumanova T.V. Correction of speech disorders // Programs of preschool educational institutions of a compensating type for children with speech disorders. – M.: Enlightenment, 2008.
16. Filicheva T.B., Chirkina G.V. The program of education and upbringing of children with phonetic and phonemic underdevelopment.- M.: MGOPI, 1993
17.A.V.Yastrebova. How to help children with developmental disabilities. -M.: ARKTI, 1999

Improving the monitoring system; -construction of training programs; -skillful selection and application of learning technologies; -organization of a subject-developing environment; use of various forms of activity; - close cooperation between teachers and parents; -increasing the professional competencies of teachers; -coordination of the work of all specialists of the preschool educational institution

GBDOU kindergarten No. 33 of the Primorsky district

Petersburg

Ways to improve the system of work of a speech therapist

in the context of the introduction of the Federal State Educational Standard.

The search for ways to improve the system of work of a speech therapist was caused by the need to implement the requirements of the Federal State Educational Standard for Distance Education, which determined the types of integration of educational areas and the planned results of the development of the integrative qualities of the personality of an older preschooler. As well as the peculiarities of children with severe speech disorders (SDI), who have not only impaired all components of the speech system, but also have a peculiarity of the processes of attention, memory, mental activity, which requires teachers working with this category of children to create special conditions for stimulating the social , cognitive, speech and motor development of children on the basis of preschool educational institutions. Without special corrective measures, by the beginning of schooling, children with severe speech impairment turn out to be unformed the main components of the speech system.

Since the success of the correction and compensation of speech disorders in a child largely depends on the correct diagnosis of a speech disorder, then undoubtedly the first is improvement of the monitoring system. Since a deep, comprehensive study of the child is the basis for choosing the best option for remedial work, the monitoring system is of paramount importance to identify the dynamics of the child's development. It must meet the main requirement: to solve the problems of conducting an in-depth study of all components of oral speech. And since the higher mental processes and speech are interconnected, visual-motor coordination and spatio-temporal representations are also subject to examination. This requires the use in pedagogical practice of various modern diagnostic methods for examining children, including neuropsychological ones, such as Lopatina L.V., Volkova G.A., Tkachenko T.A., Tsvetkova L.S., Kovshikova V.A. , Fotekova T.A., Markovskaya I.F., etc. With the help of diagnostics, it is possible to conduct a dynamic study of the child in the process of educational and correctional activities (according to the concept of L.S. Vygotsky about two levels of mental development of the child - actual and potential, i.e. e. about zones of proximal development). Monitoring determines not only the starting capabilities of the child, what he knows and can do, but also what lies in the immediate zone of his speech development. Thanks to dynamic observation, it is possible to identify the (inhibitory or stimulating) influence of any factor on the development of one or another component of the child's speech system, and then, if necessary, change the influence of this factor in the right direction.

The results of pedagogical diagnostics (monitoring) are used exclusively to solve the following educational tasks: building the educational process on a pedagogically sound choice of curricula; individualization of education (including child support, building his individual educational route (as needed); optimization of work with a group of children;

The educational process in the speech therapy group is built in accordance with the curriculum and sanitary and hygienic requirements. Corrective action is carried out on the basis of a well-planned work of a speech therapist. Plays a big role selection<<Programs…>>, including correctional ones. The correctional educational process is built on a pedagogically sound choice of curricula. The educational program of the preschool educational institution is developed by him independently on the basis of the Exemplary Basic Educational Program of Preschool Education, as well as special (correctional programs) such as, for example: Adapted exemplary basic educational program for preschool children with severe speech impairment. Edited by Professor L.V. Lopatina. St. Petersburg, 2014. Or Nishcheva N.V. An exemplary adapted program of correctional and developmental work in a group of compensatory orientation of a preschool educational institution for children with severe speech impairment (general underdevelopment of speech) from 3 to 7 years. GEF.Childhood-Press, 2015. The selection of programs aims to form an optimal model of correctional and developmental education . The correct alignment of corrective work will allow to obtain a high positive dynamics in the development of a child with TNR. For children with disabilities, if any, is being developed individual educational route.

The amount of educational material in the work program is calculated in accordance with age-related physiological standards, which helps to avoid overwork of preschoolers.

(The distribution of classes must be drawn up in accordance with San Pin 2.4.1.3049-13 dated 07/30/2013). The maximum allowable volume of the weekly educational load, including the implementation of additional educational programs, has been determined.

The implementation of the work program is provided on the basis of variable forms, methods, methods and means presented in educational programs, methodological manuals that correspond to the principles and goals of the Federal State Educational Standard for Education and are chosen by the teacher, taking into account the diversity of specific socio-cultural, geographical, climatic conditions for the implementation of EP DO, the age of pupils, composition groups, characteristics and interests of children, requests of parents (legal representatives)0

Throughout the academic year, there is an integration of the content of the part formed by the participants in educational relations with the topics of speech therapy work. When organizing educational activities, the SanPiN requirement for the educational load on children is taken into account. Therefore, most of the topics of the part of the program formed by participants in educational relations, It is implemented in the joint activities of the educator and the speech therapist teacher with children during sensitive moments. The other part is included in the plan of the work program as a direct educational activity.

In the process of work on the implementation of the work program, the integration of the content of all educational areas is traced,

Knowledge and skillful use of various technologies in education, upbringing and development of children to a large extent determines the effectiveness of pedagogical activity. The choice of pedagogical technologies is determined by the tasks that need to be solved at this stage. The use of methods aimed not only at correcting speech disorders, but also at the psychophysical development of preschoolers. This is the use of not only traditional, but also innovative technologies. The teacher uses in his activities health-saving technologies, project activities, developmental education, correctional, informational, cognitive-research, student-oriented, effective communication;

There is a constant search for pedagogical technologies. Such technologies that would increase the active actions of the child, practical and speech, so that the conditions are as close to natural as possible. These include integrated learning technologies. Tracking the dynamics allows you to identify and eliminate factors that hinder the normal course of speech development and make wider use of those technologies that contribute not only to specific speech development, but also to the activation of speech, cognitive interest, motivation, since children with TNR, as a rule, are inactive in communication. technologies of integrated learning, such as thematic leisure activities, excursions with the participation of the parents of children, create conditions for free communication, which, as a result, with speech therapy assistance, should completely compensate for speech insufficiency before entering school.

Improving the system of work of a speech therapist teacher is also the use various forms of activity in the correctional and educational process. This is directly educational activity, subgroup, individual classes, participation in joint activities in sensitive moments, etc. It is allowed to use a variety of forms, methods, techniques and means of training and correction within the framework of state standards. Thanks to the systematic use of such different methods as conversations, observations, educational and didactic games, exercises, including children in various problem situations, not only educational tasks are solved, but also favorable conditions are provided in the group: psychological, hygienic, aesthetic.

The correctional speech therapy process is aimed at creating optimal conditions for overcoming children's speech disorders, correcting negative features of the emotional and personal sphere, and forming school-significant functions. This is facilitated by the organization subject-developing environment in a group, in a speech therapy room, a teacher-psychologist's room, music, sports halls, etc.

The selection of equipment, materials, teaching aids, games, toys is made taking into account the achievement of the goals and the planned results of the development of the Program. The developing object-spatial environment of a group room, a speech therapy room and a site on the street ensure the full development of the personality of children in all educational areas. The group has a fenced walking area with play and sports equipment. In the premises of the speech therapy group there are developing centers that are equipped with everything necessary for the implementation of the pedagogical goals and objectives. The equipment of the speech therapist's office corresponds to the height and age of the children. It also presents material on all sections of correctional and educational activities, presents developing centers with the necessary equipment. Improving the developing object-spatial environment, corresponding to the age of the child, contributes to the activation of his speech, cognitive interest, motivation, which, ultimately

A multidimensional, integrated approach to the correction of speech disorders involves close cooperation between teachers and parents. And the effectiveness of the correctional process also largely depends on the position taken by the parents. There is a constant search for new forms of involvement of parents of children in the educational and correctional process. Despite the widespread use of electronic educational resources (the creation of groups on social networks, a group website, a kindergarten), which allow online consultations with parents, face-to-face weekly consultations with parents and individual lessons with children in the presence of parents are not canceled. for there is nothing more valuable than the impact of a living word. On the website of a group or kindergarten, where there is a page of a speech therapist teacher, parents are laid out a certain package of documents: the work schedule of a speech therapist teacher, long-term planning, the distribution of working time, a work plan with parents, inform about the work that is done with their child at a certain at the stage of correctional work, they help parents remember the elementary basics of the theory of the Russian language, so that parents can at home, if they wish, complete the tasks recommended by the speech therapist teacher for sound, syllabic analysis and word synthesis. And also: the parents of absent children perform the tasks recommended by the speech therapist teacher, send them by e.mail for verification, i.e. distance learning takes place. Parents are provided with a list of licensed sites, by visiting which they can find answers to their questions. Thus, there is a kind of distance learning for participants in the educational process.

For the skillful use of modern educational resources, the integration of traditional and innovative pedagogical technologies, the provision of a differentiated and individual approach, it is necessary to constantly improving the professional competencies of a speech therapist teacher. All areas of knowledge are realized only in a creative developmental approach, and the teacher must skillfully integrate modern teaching technologies, skillfully combine traditional and innovative pedagogical technologies. According to the Federal State Educational Standard, a teacher is a creator. The success of the implementation of the tasks of correcting and compensating for the speech disorders of the child largely depends on it. Skillful integration of educational areas requires professional teacher's competence. It is necessary to combine the variety of modern pedagogical technologies in such a way as to: make the most of the variety of types of children's activities;

Work coordination a speech therapist with specialists from a preschool educational institution to implement the requirements of the Federal State Educational Standard aims to ensure a comprehensive correction of the child's mental development. The organization of complex psychological, medical and pedagogical support of the child allows you to create a single complex of joint correctional and pedagogical work aimed at the formation and development of the speech sphere. There is a speech therapy of the entire educational process due to the interaction of a speech therapist teacher, group educators and other preschool specialists. In accordance with the work program, the corrective direction is priority since the purpose of the work is to equalize the speech and psychophysical development of children. These children require constant help and encouragement in the form of questions, prompts and encouragement. And all teachers monitor the speech of children, consolidate the speech skills formed by the speech therapist teacher. In accordance with the work program, all specialists under the guidance of a speech therapist are engaged in correctional and developmental work, participate in the correction of speech disorders and related processes. Thus, a group of pupils of a preschool educational institution with severe speech disorders (general underdevelopment of speech) has the opportunity to visit, in accordance with the curriculum, the offices of a speech therapist, a teacher-psychologist, a medical office, a music room, a gym, a museum room, and other premises of a kindergarten joint correctional and educational activities with children with speech disorders, largely depends on the properly organized interaction of a speech therapist teacher, group educators, a psychologist teacher, a music director, a physical education instructor, a specialist in fine arts with medical workers. Each of them, solving their own tasks, defined by the educational programs of the preschool educational institution, should take part in the formation and consolidation of the correct speech skills in children, the development of the sensorimotor sphere, higher mental processes and health promotion ..

A comprehensive study of the fund of knowledge, skills, cognitive activity, emotional-volitional sphere, speech, neuropsychological study, observation of the dynamics of mental development in the conditions of correctional work make it possible to build a psychological and pedagogical forecast and correctly determine the further educational route of a child with SPD. Mastering by children the knowledge acquired over a certain period, as well as the formation of the ability to use the experience gained in various situations, will allow them to successfully study at school. The correct selection of training programs, the organization of the developmental environment, the use of modern pedagogical technologies can increase the positive dynamics of the development of the speech system of a child with TNR.

Literature:

1. Federal Law No. 273<< Об образовании в Российской федерации>>, Federal State Standards for Preschool Education (FSES DO).

1. Interaction of kindergarten and family in overcoming speech disorders in preschool children.//Preschool Pedagogy.- July 2008.
2. Ivanova O.F. Ways to optimize the joint work of a speech therapist and educator. //Scientific-methodical journal<<Логопед>>.-2009.-№3.
3. Speech therapy service of a preschool educational institution / ed. V.V. Dokutovich, L.E. Kylasova. - Volgograd: Teacher, 2013.
4. Lopatina L.V. Adapted exemplary basic educational program for preschoolers with severe speech impairment. St. Petersburg, 2014.
5. Nishcheva N.V. An exemplary adapted program of correctional and developmental work in a group of compensatory orientation of a preschool educational institution for children with severe speech impairment (general underdevelopment of speech) from 3 to 7 years. GEF.Childhood-Press, 2015.