Introduction

Normal speech development of a child is possible only with the preservation of all analyzer systems, including auditory perception. But the mere presence of a sensory ability to perceive sound is not enough for the perception of speech, since the speech of others is an extremely complex formation in its composition, which makes it difficult to perceive it. For the development of all components of speech activity, a sufficient level of development of phonemic perception is necessary, on the basis of which, in the future, the child develops phonemic ideas about the sound composition of the language. A well-developed phonemic perception allows you to develop a clear diction-mobility and fine differentiated work of the articulatory organs, which ensure the correct pronunciation of each sound. Consequently, the formation of the sound system of speech, the assimilation of the grammatical structure of speech depends on the level of development of phonemic perception. In turn, the development of the sound side of the language is a prerequisite for teaching literacy, namely reading and writing. The ability to hear each individual sound in a word, to clearly separate it from the adjacent one, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for learning to read and write. Therefore, successful learning to read and write requires the development of phonemic perception and the formation of sound analysis skills. The low level of formation of phonemic perception prevents children from mastering the vocabulary and grammatical aspects to the required extent, and hinders the development of coherent speech. The underdevelopment of phonemic perception, in particular phonemic analysis and synthesis, leads to a profound change in the semantic structure of the language, and, above all, to a violation of the meaning and subject relatedness of the word. Phonemic perception, being one of the basic links of speech activity, also provides other types of mental activity of the child: perceptual, cognitive, regulatory activity, etc. Thus, the timely development and high-quality work on the formation of phonemic perception is of decisive importance for the normal development of speech in general.

The study of the features of formation, causes, manifestations and consequences of a violation of phonemic perception has long attracted the attention of researchers. So phonemic perception was the subject of research by E.F. Sobotovich, V.I. Seleverstov, V.K. Orfinskaya and others. The problem of the development of phonemic functions in ontogenesis was studied by such researchers as V.K. Orfinskaya, N.Kh. Shvachkin, R.E. Levina, V.I. Beltyukov and others. The connection between phonemic perception and higher forms of cognitive activity was pointed out by D.B. Elkonin. The influence of phonemic perception on the formation of phonemic representations and the role of attention and memory in this process were considered in their works by N.Kh. Shvachkin, A.I. Maksakov and others. According to T.V. Akhutina, L.S. Tsvetkova of other researchers, the lack of formation of phonemic perception occupies one of the first places among the reasons leading to educational maladjustment of school-age children, which manifests itself in the form of persistent phonemic dyslexia and acoustic dysgraphia.

R.E. Levina, as a result of her research, singled out the stages of the formation of phonemic perception, in addition, she studied the features of phonemic perception in children with general speech underdevelopment (OHP). The complexity of this disorder lies in the fact that all components of speech activity are impaired in children, including phonemic perception. Deficiencies in the development of the processes of sound-letter analysis and synthesis cause difficulties for children with OHP in mastering writing and reading. Violation of phonemic perception causes difficulties for children with OHP in mastering the required vocabulary and grammatical structure of speech, i.e. generally hinders the development of coherent speech. Thus, the problem of the formation of phonemic perception in children is of particular relevance.

In the work on the formation of phonemic perception in preschoolers with OHP, a variety of methods and means are used, such as didactic, speech, outdoor games, tasks, exercises, etc. As an effective corrective means when working with children with underdevelopment of rhea, the method of visual modeling is also used. According to T.V. Egorova, A.N. Leontief this method allows the child to visualize abstract concepts (sound, word, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal.

One of the leading experts in the field of education of preschoolers, N.N. Poddyakov rightly emphasizes that at the present stage of the development of education, it is necessary to give children the key to the knowledge of reality, and not strive for an exhaustive amount of knowledge. At preschool age, a model can just become an instrument of knowledge.

Problem of our research is to determine ways to improve correctional and pedagogical work aimed at the formation of phonemic perception in older preschoolers with OHP. The solution of this problem determined the purpose of the study.

Target– carrying out corrective work on the formation of phonemic perception in older preschoolers with OHP in the process of using visual modeling.

An object research - the phonetic-phonemic side of the speech of preschool children.

Thing research - the formation of phonemic perception in older preschoolers with OHP by means of visual modeling.

Hypothesis research is as follows:

In preschool children with OHP, the level of formation of phonemic perception is lower than in children of the same age with the norm of speech development;

The low level of formation of phonemic perception is one of the important components in the structure of OHP;

In the process of corrective work, it is necessary to take into account the initial level of formation of phonemic perception in children with ONR, as well as the features of non-speech processes in children of this category;

The process of formation of phonemic perception in children with ONR will be more effective if visual modeling tools are used in correctional and speech therapy work.

Research objectives:

1. Analyze the psychological and pedagogical literature on the research problem.

2. Determine the level of formation of phonemic perception in children of senior preschool age with OHP.

3. To develop a system of corrective measures for the formation of phonemic perception in children with ONR.

5. Formulate conclusions and formalize the results obtained in the form thesis.

Practical significance research consists in the fact that it makes additions to the practice of correctional and pedagogical work with children with OHP. The developed set of classes, where visual modeling was widely used, can be used by speech therapists, educators in classes on the sound culture of speech, in the process of correcting sound pronunciation disorders, etc.

The study was carried out in three stages.

First stage: theoretical and analytical. At this stage, a theoretical study was carried out on the problem of the formation of phonemic perception in preschoolers with normal speech development and with OHP; the psychological and pedagogical literature was studied, the analysis of existing developments, recommendations regarding the research problem was carried out; the goal, objectives, object, subject, and hypothesis of the study were formulated.

Second phase: experimental. At this stage, a stating experiment was organized and conducted, in which children with OHP of senior preschool age took part. Its results served as the basis for the development of the plan and content of the correctional work, i.e. direct formative experiment. Also at this stage, a control experiment was organized and conducted in order to determine the effectiveness of the correctional work carried out on the formation of phonemic perception in children of older preschool age, as well as to confirm the hypothesis put forward.

Third stage: final descriptive. Analysis, generalization, description of the results of the study were carried out, conclusions were formulated.

Chapter 1. Scientific and theoretical aspects of the study of phonemic perception in preschool children with normal speech development and OHP

1.1. Characteristics of phonemic processes in preschool children

In modern pedagogical, psychological and methodological literature, the content of the concept of "phonemic perception" is revealed with the help of such terms as speech and phonemic hearing.

According to G.V. Chirkina, phonemic hearing is a subtle, systematized hearing that allows you to distinguish and recognize the phonemes of your native language. Phonemic hearing, being a part of physiological hearing, is aimed at correlating audible sounds with their standards, which are stored in a person's memory in an orderly manner. As the same author points out, phonemic perception is the ability to distinguish phonemes and determine the sound composition of a word. It is it that helps answer questions: how many syllables are in a word, how many sounds are in it, which sound is at the beginning of a word, and which one is in the middle and end of a word.

Phonemic hearing, according to L.V. Bondarenko,- this is the child's ability to distinguish in the speech of the people around him sounds that perform a semantic function, therefore, the basis for the formation of phonemic hearing is an unconscious analysis of the speech of the people around him. As L.V. Bondarenko, if phonemic hearing had not been formed early enough, the child could not understand the speech addressed to him by the adults around him. To recognize a word means to find out what phonemes it consists of, and in what sequence they follow in it.

Phonetic hearing, as L.A. Piotrovskaya is the ability of a child to differentiate in his own speech sounds that are realizations of different phonemes of his native language, the basis for the formation of phonetic hearing is the comparison of his own pronunciation with the standard pronunciation of adults and the unconscious correction of his own pronunciation in the direction of maximum approximation to the standard.

Auditory differentiation of speech sounds makes it possible to distinguish words based on the perception of each phoneme that is part of the word. Some authors, for example, N.Kh. Shvachkin, L.F. Spirova, R.E. Levin call this function "phonemic perception", others, such as M.E. Khvattsev, E.I. Isenina, A.I. Maksakov, - "phonemic hearing". But the term "phonemic hearing" does not fully reflect the essence of this function: it implies only an auditory component. At the same time, it was established (V.I. Beltyukov, L.V. Bondarko) that the perception of speech sounds is carried out on the basis of auditory and pronunciation images of sounds, i.e. is sensorimotor in nature.

Phonemic analysis is the decomposition of a word into its component phonemes. The function of phonemic analysis is not only complex, but also multifaceted. VK. Orfinskaya distinguishes the following forms of operating with phonemes:

1) sound recognition against the background of a word;

2) selection of the first and last sounds from the word;

3) determining the sequence, number of sounds, their place in the word in relation to other sounds.

The formation of phonemic analysis is associated not only with the state of gnostic-practical functions, but also with the evolution of higher forms of cognitive activity, as indicated by D.B. Elkonin. He notes that phonemic analysis is a successive process that is a vulnerable prerequisite for intelligence and suffers even with mild residual-organic lesions of the central nervous system.

Phonemic analysis is the selection of a sound against the background of a word, the comparison of words according to the selected sounds, the determination of the quantitative and consistent sound composition of a word. That is, during phonemic analysis, we not only recognize and distinguish words based on the perception of the difference in their phonemic composition, but also turn your analytical consciousness to the sound composition of the word. Thus, the process of phonemic analysis is a more complex function. As a result, D.B. Elkonin, A.K. Markova, A.E. Olshannikova and others consider phonemic analysis as a process of mental action.

Phonemic synthesis is a mental action to synthesize the sound structure of a word, to merge sounds into a word. According to T.G. Egorov, the process of phonemic synthesis is not only not inferior in difficulty to phonemic analysis, but is much more difficult than analysis.

On the basis of phonemic perception and phonemic analysis, phonemic representations. In addition to the above processes, attention and memory play an important role in their development (N.Kh. Shvachkin, D.B. Elkonin, A.I. Maksakov, etc.)

So E.F. Sobotovich points out that phonemic perception is the process of recognizing and distinguishing speech sounds. Based on the perception of the phonemic difference in the composition of words, they are differentiated by meaning. However, when perceiving speech, words are not divided into their constituent parts and their sound composition is not recognized. This gives grounds to attribute the process of phonemic perception to simpler gnostic functions.

Under phonemic hearing V.I. Seliverstov understands a person's ability to analyze and synthesize speech sounds, i.e. hearing, which provides the perception of the phonemes of a given language, and under phonemic perception - the differentiation of phonemes.

The problem of the development of phonemic functions in ontogenesis was studied by such researchers as V.K. Orfinskaya, N.Kh. Shvachkin, R.E. Levina, V.I. Beltyukov and others.

The phonemic idea of ​​the sound composition of the language is formed in the child on the basis of the acquired ability to hear and distinguish sounds (phonemic perception), to distinguish sounds against the background of a word, to match words according to the selected sounds (phonemic analysis). Since phonemic analysis, synthesis and representations are formed on the basis of phonemic perception, phonemic perception in the process of ontogenesis goes through certain stages of its development. VK. Orfinskaya, N.Kh. Shvachkin, R.E. Levina, D.B. Elkonin, L.E. Zhurova, E.N. Vinarskaya, V.I. Beltyukov, A.N. Gvozdev distinguish a different number of stages in the development of children's speech, call them differently, indicate different age limits for each stage. But, it must be said that this division into periods is conditional and is introduced only for the convenience of studying the ways of developing children's speech.

So, for example, E.N. Vinarskaya distinguishes two levels of speech perception.

The first level is phonetic (sensory-motor) - distinguishing speech sounds by ear and turning them into articulatory images based on the preservation of acoustic and kinesthetic analysis. This level ensures the usefulness of impressive and expressive speech.

The second level is phonological (linguistic) phonemic speech recognition, establishing the sequence of sounds and their number.

The same opinion is shared by N.Kh. Shvachkin. According to N.Kh. Shvachkin, the speech that a child hears is an extremely complex sound composition, a fluid and changeable process. The child is faced with the most difficult task - to single out from the entire sound variety of living speech those sound relations that play the role of semantic distinguishers in the language.

The child must perform a very complex operation, not only to isolate, but also to generalize the pronunciation auditory signs of speech sounds. The basis of generalization can only be the semantics of the language itself. Due to the fact that the child's communication is mediated by the word, he, gradually mastering the meaning of the word, begins to generalize sounds, forming a word. Through the word, the child moves to the phonemic perception of speech.

Thus, N.Kh. Shvachkin identified two periods in the development of children's speech. The speech of the first period is prephonemic, prosodic speech, the speech of the second period is phonemic. The author determined that the sequence of distinguishing speech sounds goes from distinguishing contrasting to distinguishing more and more close sounds. In the development of phonemic perception, not only hearing takes part, but articulation also has an impact. Thus, in the process of speech development, speech-auditory and speech-motor analyzers closely interact with each other. The underdevelopment of the speech-motor analyzer inhibits the activity of the speech-auditory one.

The formation of phonemic functions in the ontogenesis of speech was studied in detail by V.I. Beltyukov. So, for example, he studied in detail the complexity of the interaction between speech-motor and auditory analyzers in the process of the formation of phonemic hearing and explained it by the peculiarity of purely motor difficulties associated with mastering the articulation of certain phonemes and their differentiation in pronunciation. IN AND. Beltyukov experimentally proved that by the end of the second year of life, the phonemic hearing of a normally developing child is already formed, however, to master the correct pronunciation, the child needs at least the entire third year, and sometimes several years. In addition, the sequence of mastering the pronunciation of phonemes, articulatory oppositions only partly, mainly in relation to vowels, coincides with the sequence of formation of auditory differentiations. That is, the realization of the auditory images accumulated by the child, the phonemes in his pronunciation, depends mainly on the specific course of development of the analytical and synthetic activity of his speech-motor analyzer, on those steps of purely motor difficulties that include the mastery of the articulation of certain phonemes and the ability to clearly mark them in pronunciation. from each other and from all other phonemes.

Research by V.I. Beltyukov give reason to believe that the cause of this phenomenon can be considered the fuzziness of auditory perception, when the speech-motor analyzer has an inhibitory effect on the auditory. .

R.E. Levina identified the following stages in the formation of phonemic perception:

1 stage. The complete absence of differentiation of the sounds of the surrounding speech characterizes the prephonemic stage of the development of linguistic consciousness and is accompanied by a complete lack of understanding of speech and active speech capabilities of the child.

2 stage. Then we can talk about the initial stages of phoneme processing, which is characterized by the distinction of acoustically more distant phonemes and the non-differentiation of close ones. At this stage, the child hears speech sounds other than we do. The language background of such a child corresponds to the sound images that he possesses and correlates with the possibilities of his perception. At this stage, the child's pronunciation is incorrect, distorted, it corresponds to how he perceives speech.

3 stage. This stage can be characterized by the fact that further shifts occurred in the perception of the surrounding speech. The child begins to hear sounds in accordance with those phonemic features that are in the speech of others. Apparently, at this stage it is appropriate to talk about the existence of two types of linguistic background: the former tongue-tied and the formation of a new one.

4 stage. In the fourth phase, new images of perception prevail in the language background. However, linguistic consciousness has not yet completely supplanted the previous form. At this stage, the child's active speech reaches almost complete correctness, which is still unstable.

5 stage. The fifth stage is marked by the completion of the process of phonemic development. The child hears and speaks correctly.

Thus, the mastery of sound speech, according to R.E. Levina, occurs on the basis of acoustic discrimination of phonemes and the establishment of those phonemic relations that are formed in the process of mastering speech.

Thus, phonemic perception- this is a special mental action to differentiate phonemes and establish the sound structure of a word. In the formation of phonemic perception, the main role is played by speech-auditory and speech-motor analyzers, as well as such mental processes as attention and memory. One of the most important conditions for the formation of sound pronunciation will be how the child perceives by ear, differentiates the phonemes of the native language. Children with good phonemic perception begin to speak clearly early, as they clearly perceive all the sounds of our speech. And in children with underdeveloped phonemic perception, not only sound pronunciation suffers, but also understanding of speech, since they cannot differentiate phonemes that are close in sound, and words with these phonemes sound the same for them.

1.2. Features of the phonemic aspect of speech in preschool children with OHP

The formation of the sound side of speech during its normal development occurs in two interrelated directions:

Mastering the articulation of sounds (movements and positions of the speech organs necessary for pronunciation);

Assimilation of the system of signs of sounds necessary to distinguish them.

Each language has its own phonemic system, where certain sound features act as signal, meaningful (phonemes), while other sound features remain insignificant (options). The entire sound structure of a language is determined by a system of contrasts (oppositions), where a difference in even one attribute changes the meaning of the spoken word.

Differentiation of speech sounds, both during perception and pronunciation, occurs on the basis of highlighting signal features and diverting them from non-essential ones that do not have phonemic meaning.

Researchers T.B. Filichev and G.V. Chirkin distinguish different variants of sound pronunciation defects:

1) undifferentiated pronunciation of pairs or groups of sounds. In these cases, for the child, the same sound can serve as a substitute for two or three sounds.

2) the replacement of some sounds by others, simpler in articulation and therefore presenting less pronunciation difficulty for the child. Usually, sounds that are difficult to pronounce are replaced by easier ones, which are characteristic of the early period of speech development.

3) mixing sounds. This phenomenon is characterized by the unstable use of a number of sounds in various words. In some cases, the child uses the sound correctly, in others - the same sound is replaced by others that are close articulatory or acoustically. Moreover, instability increases in the independent speech of children.

The authors see this as evidence that such deviations in the formation of pronunciation are associated to a large extent with a lack of phonemic perception. Highlighting the signs that make it possible to judge the insufficient level of development of phonemic perception, they note the following features:

1) children find it difficult to reproduce rows of syllables with oppositional sounds, although they pronounce the same sounds correctly in isolation;

2) mistakes are made when isolating sounds from syllables and words, as well as when determining the presence of a sound in a word;

3) children have great difficulties in selecting pictures and inventing words with a certain sound;

4) children experience difficulties in performing elementary tasks related to the allocation of a stressed sound in a word;

5) recognition of the first, last consonant in a word, syllable-forming vowel in monosyllabic words is practically inaccessible to them.

The phonemic side of speech with OHP is characterized by the presence of numerous distortions of sounds, substitutions and displacements. The pronunciation of soft and hard sounds, hissing, whistling, is disturbed, dissociation appears between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllabic structure also remain typical. Often, with the correct reproduction of the contour of words, the sound filling, rearrangement of syllables, sounds, replacement and use of words are disturbed.

In children, the insufficiency of phonemic perception is revealed, their unpreparedness for mastering sound analysis or synthesis.

In children with a violation of the formation of phonemic processes, there is a general blurring of speech, its insufficient expressiveness and clarity. A.R. Luria emphasizes that the highest category of phonemic hearing is the ability, formed under the influence of learning, to isolate sounds in a word, to establish their sequence.

Phonemic disorders are characterized by the absence or replacement of sounds.

So G.V. Gurovets, S.I. Maevskaya believes that the basis of the emergence of phonetic-phonemic disorders are violations of various levels and departments of the nervous system. The defeat of the lower frontal parts of the sensorimotor area of ​​the cortex leads to insufficient understanding of the speech of others. Speech activity is reduced, vocabulary is poor, the phrase is short.

With damage to the lower parietal parts of the sensorimotor cortex, phonemic hearing is not formed, unstable sound substitutions, an accelerated rate of speech, a violation of the smoothness of the speech flow, and stumbling are observed.

With damage to the upper temporal parts of the cerebral cortex, the sense of rhythm is grossly disturbed, it is difficult to combine speech with movement. With developing great speech activity, there are substitutions and loss of syllabic elements, substitutions of sounds, permutations and omissions of words, violation of the rhythmic structure of the word.

R.E. Levina developed a periodization of the manifestations of OHP: from the complete absence of speech means of communication, to extended forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment. Features of the sound side of speech and phonemic perception were also first presented in the works of R.E. Levina.

In children of the first level of speech development, the phonetic-phonemic side of speech is characterized by phonemic uncertainty and unstable phonetic design. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low auditory recognition capabilities. In such children, there may be significantly more defective sounds than correctly pronounced ones.

In the pronunciation of children of the first level of speech development, only vowels - consonants, oral - nasal, explosive - target are opposed to each other. Phonemic development is in its infancy: the task of isolating individual sounds for children with the development of speech is fickle and impossible.

The phonetic and phonemic side of the speech of children of the second level of speech development is characterized by the presence of many distortions, substitutions and displacements; they have impaired pronunciation of soft and hard sounds, hissing, whistling, affricates, voiced and deaf. At the same time, children can pronounce sounds that are in an isolated position correctly. Errors occur during spontaneous pronunciation.

One of the characteristic features of children of the second level of speech development is the lack of phonemic perception, unpreparedness to master the skills of sound analysis and synthesis.

Children of the third level of speech development are characterized by undifferentiated pronunciation of sounds, when one sound simultaneously replaces two or more sounds of a given or close phonetic group. In addition, sounds that are complex in articulation are replaced by simple ones.

In such children, unstable substitutions are observed, when the sound in different words is pronounced differently, and shifts, when sounds are pronounced correctly in an isolated position, and in a sentence they are interchanged.

There are errors in the transmission of the sound content of words - permutations, reductions and replacements of sounds and syllables, especially when consonants are combined.

Phonemic underdevelopment of children in this group is manifested in the unformed processes of differentiation of sounds. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, inventing a word for a given sound.

Thus, the phonemic side of speech in children with ONR is not sufficiently formed, the mechanism of violation of the phonemic side of speech is not the same for them, the symptoms of the manifestations of defects are different.

1.1. The role of visual modeling in correctional and developmental education

The modeling method was first developed by educators and psychologists: D.B. Elkonin, L.A. Wenger, N.A. Vetlugina, N.N. Poddyakov. It consists in the fact that the child's thinking is developed with the help of special schemes, models that reproduce the hidden properties and connections of an object in a visual and accessible form for him. Many methods of preschool education are based on the use of visual models. For example, the method of teaching preschoolers to read and write, developed by D.B. Elkonin and L.E. Zhmurova, involves the construction and use of a visual model (scheme) of the sound composition of a word. This method is used in various modifications both in teaching normally developing preschoolers and preschool children with speech disorders.

Scientific research and practice confirm that visual models are the form of identification and designation of relationships that is available to preschool children (Leon Lorenzo, L.M. Khalizeva, Yu.F. Garkusha).

The works of E.I. Shcherbakova, S.G. Eralieva prove the wide possibilities of using visual models in remedial education.

With the use of modeling, objective activity is organized, sensory experience is enriched. At the same time, visual-schematic thinking is activated, which can serve as a transitional step to the beginnings of logical thinking.

The problem of the development of phonemic perception, analysis and synthesis, scientists and practitioners have been dealing with for a long time, using traditional and non-traditional methods. Unfortunately, writes N.V. Miklyaev, the effectiveness of this work leaves much to be desired. Speech therapists mainly use an educational approach to the organization of the correctional and developmental process. The combination of the subject-environmental approach with the complex-thematic model makes it possible to apply methods for the development of phonemic perception in a different way. Thus, it involves the formation of complex linguistic and intellectual orientations in the process of creating a three-dimensional image of a word, modeling integral and differentiated features of phonemes, which makes it possible to increase the efficiency of work on the development of phonemic analysis and synthesis. An analysis of the literature has shown that the method of visual modeling is often used as a means of correcting the lexical and grammatical structure of speech. Visual modeling tools are also used in teaching preschoolers:

retelling;

Compilation of a descriptive story about single objects;

Compilation of stories based on a series of paintings, plot and landscape paintings;

Compiling stories from personal experience;

Storytelling (with elements of creativity).

At the same time, the visual modeling method contributes to:

Mastering the ability to highlight fragments of the picture that are significant for the development of the plot; determine the relationship between them and combine them into one plot;

Learning to compose narrative stories based on a landscape painting.

The practice of speech therapy work shows that the method of visual modeling can be used as an effective correctional tool. It allows the child to visually represent abstract concepts (sound, word, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal (T.V. Egorova, A.N. Leontiev).

Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.

In the process of correcting violations of the syllabic structure of a word, modeling allows children to figuratively represent the structure of a word using substitutes for the syllables of which it consists, learn to determine the number of syllables, and correlate the word with the syllabic scheme. Children are prepared for the formation of the skill of syllable reading.

When forming the lexico-grammatical structure of speech, the modeling method is used in all classes and involves the formation of skills to analyze language material and synthesize language units in accordance with the laws and norms of the language. It allows the child to realize the sound of the word, to practice the use of grammatical forms, to clarify and generalize the concept of the nature of objects, natural phenomena on the basis of their essential features. It also contributes to the expansion of vocabulary, the formation of language flair.

When teaching connected speech, modeling can be used to work on all types of connected statements:

Retelling;

Compilation of stories based on a picture and a series of pictures;

Descriptive story;

Creative story.

At this stage, the visual modeling method contributes to:

Mastering the principle of substitution (the ability to designate characters and attributes of a work of art as substitutes), conveying an event with the help of substitutes;

Mastering the ability to single out fragments of the picture that are significant for the development of the plot, determine the relationship between them and combine them into one plot;

Formation of the ability to create a special idea and unfold it into a full story with various details and events;

Learning to compose stories-descriptions on a landscape painting.

Thus, visual modeling is understood by psychologists as a set of actions for the construction, transformation and use of a visually perceived system (scheme, abstraction, model), the elements of which are in relation to the similarity to the elements of some other system. Modeling is based on the principle of replacing a real object, phenomenon, fact with another object, image, sign, symbol. The method of visual modeling can be effectively used in the process of correcting the general underdevelopment of speech in preschool children.

Chapter 2

2.1. The level of phonemic perception in older preschoolers with OHP according to the ascertaining experiment

At the stage of the ascertaining experiment, groups of children with normal speech development and with OHP were assembled, diagnostic tools were selected to determine the current level of formation of phonemic perception. The examination of children was carried out for two weeks on the basis of the municipal budgetary preschool educational institution of the child development center No. 141. The study involved 10 children of senior preschool age with normal speech development and 20 children with OHP.

To achieve the goal at the stage of the ascertaining experiment, the following tasks were used, proposed by N.I. Dyakova in the work "Diagnostics and correction of phonemic perception in preschoolers".

I. The study of phonemic representations.

After listening to several short poetic texts: determine which sound is more common in the text (texts are presented regardless of the presence of the correct sound in speech):

4 points - single errors, but corrected independently;

3 points - mistakes are allowed, text repetition is needed;

2 points - part of the task is being completed, the help of a speech therapist is needed;

1 point - the task is not performed.

II. Study of the skill of reflected reproduction of series of syllables and words.

1. The child is invited to play a series of syllables. Instructions: Listen carefully and repeat after me.

If the child pronounces sounds defectively in the proposed tests, phoneme discrimination is examined at the non-verbal level (clap your hands, raise your hand, etc.).

2. Words are offered for reproduction. Instructions: Listen carefully and repeat after me.

5 points - all tasks are accurately reproduced;

4 points - there are isolated cases of erroneous reproduction;

3 points - the task is performed at a slow pace, in most tasks the rows are reproduced inaccurately, but the pairs are accurately reproduced;

2 points - most tasks are performed only after repeated pronunciations, while most often the rows are reproduced incorrectly, sometimes erroneously - syllabic (verbal) pairs;

III. The study of the skill of differentiating sounds in the pronunciation of words.

1. Children are invited to repeat pairs of words.

2. It is proposed to repeat the proposal.

4 points - there are single errors that are corrected independently (at a somewhat slower pace);

3 points - the task is performed at a slow pace, there are many errors;

2 points - tasks are performed with errors, most tasks are not available;

1 point - inadequate answers, refusal to perform.

IV. The study of the ability to distinguish oppositional phonemes by ear on the material of words and sentences.

1. Instruction: if I name the picture correctly, clap your hands, if it's wrong, don't clap. Pictures: sled, hat, old woman, chick.

2. Instruction: repeat the sentences after me.

5 points - all tasks are performed correctly;

4 points - some tasks are performed with an error, but it is corrected independently;

3 points - errors are corrected after repeated playback;

2 points - part of the tasks is not available, replay is required when performing;

1 point - tasks are not performed.

V. Sound analysis of words.

1) highlight the first and last sounds in words;

2) name all the sounds in the word in order;

3) determine the number of syllables in a word;

4) determine the 2nd, 3rd, 4th sound in words;

5) add sound in words;

6) replace the sound in words.

5 points - all tasks are performed correctly;

3 points - tasks 1, 2, 3 are correctly performed, errors are made in the rest;

2 points - only task 1 is performed correctly, the help of a speech therapist is required, the last task is not performed;

1 point - tasks are not performed.

VI. The study of sound synthesis.

The words for the survey should be of little use in order to avoid semantic guesswork.

1) listen to the word pronounced by individual sounds (pause between sounds 3 seconds), and play it together;

2) listen to the word spoken by separate sounds (pause between sounds is 5 seconds, during the pause a sound signal is given), and reproduce the word together;

3) listen to the word with rearranged sounds or syllables, reproduce it correctly.

5 points - all tasks are performed correctly;

4 points - single errors, corrected independently;

3 points - tasks 1 and 2 were completed correctly, when completing task 3, repetition of words is required (help from a speech therapist - the name of a sound or syllable);

2 points - task 1 was completed correctly, when task 2 is completed, the help of a speech therapist is required, task 3 is not performed;

1 point - tasks are not performed.

The speech material necessary for the diagnosis is presented in Appendix 1, the numbering of the material corresponds to the number of the diagnostic task.

All points received by the child as a result of completing six tasks are summed up. The obtained data correspond to high, medium, low levels of formation of phonemic perception.

0-10 points - low level;

11-21 points - average level;

22-30 points - high level.

The examined children with OHP were divided into two groups: control and experimental. Such a division is necessary to compare the results that children will show at the stage of the ascertaining experiment and later at the stage of the control experiment.

The results of the survey of children with OHP are presented in Table 1. It displays the scores received by the children for each task, as well as the sum of the scores received, which was the rationale for attributing the results to one or another level of formation of phonemic perception.

Table 1

The results of the study of the level of formation of phonemic perception in older preschoolers with OHP (in points)

	child's number on the list							Sum of points
experimental
Control

Of the 20 examined children with OHP, 65% had a low level of formation of phonemic perception, the remaining 35% had an average level.

The results of the examination of children with the norm of speech development are presented in Table 2.

table 2

The results of the study of the level of formation of phonemic perception in older preschoolers with normal speech development (in points)

child's number on the list							Sum of points

Among children with normal speech development, a high level of formation of phonemic perception was found in 30% of children, an average level in 60% of children, and a low level in 10% of children.

The distribution of all examined children according to the levels of formation of phonemic perception is presented in Table 3.

Table 3

Distribution of children with OHP by levels of formation of phonemic perception (%)

The majority of children with OHP in the experimental group (60%) and children in the control group (70%) showed a low level of formation of phonemic perception. So children in the process of performing certain tasks experienced difficulties, allowed a large number of mistakes, the help provided to children, as a rule, did not give a result. Children could not correct mistakes on their own, even if the teacher pointed them out to them. So these children turned out to have unformed phonemic representations; when performing the task of determining the sound that is most often found in the text, the children, as a rule, named any sound at random. Most often, children called the vowel [a]. If the text was read out by the teacher in such a way that he suggested this or that sound with his voice, some of the children (20%) coped with the task partially and received 2 points for it. Reflected reproduction of rows of syllables of words turned out to be inaccessible to them. Children made mistakes like “ta-ta-ta” instead of “yes-ta-yes”, when children repeated words, they usually called the first word several times “cat-cat-cat” instead of “cat-year-cat” etc. Repeated pronunciation of rows by the teacher did not bring results, the children also made mistakes. Among all the examined children, there was not a single one who could cope with this task without a single mistake. The children coped with the next task more successfully, so when differentiating sounds in the pronunciation of words, the children received 2-3 points each. They also made mistakes, but they themselves noticed them and tried to correct them. When repeating sentences, the children found it difficult to reproduce the order of words, confused them, changed the form of words. It should be noted. That the children completed the task slowly, made long pauses. When distinguishing oppositional phonemes on the material of words and sentences, the children also made gross mistakes. Children either clapped randomly, at random, at every word, or did not clap at all. At the same time, the children were distracted by looking at the picture, and they listened inattentively to the speech material, which was the reason for the low scores received for completing this task. When repeating sentences after the teacher, the children also made mistakes, confused oppositional phonemes, remembered words for a long time and, as a result, did not cope with the task. Children could repeat the sentence only in parts.

Sound analysis of words was also inaccessible to children. More or less successfully, the children were able to isolate the first sound in the words, naming the sounds in order in the word already caused difficulties. As a rule, children did not name the last sound in the word. When determining the number of sounds in a word, the children made mistakes: in the words “house”, “hand”, the children called with help, and in other words they called at random, when they were asked to count together with the teacher, naming each sound in order, the children refused to complete the task . The number of syllables was determined by the children only with the help of a teacher who slapped the syllables together with the child. The last tasks were generally not available to children. They did not understand the essence of the task, they simply repeated the original word or the sound to be added to the word. In general, the children did not cope with this task and scored 1-2 points. When examining the skills of sound synthesis, the following data were obtained: 50% of the children in both the control and experimental groups did not cope with any task from this series at all. The rest of the children made gross mistakes, so they were able to make a word of three and four sounds without a confluence of consonants. The second task (with an increase in the time of pauses between naming sounds) turned out to be inaccessible to the children. Children forgot the sounds, called them separately. The third task was not completed by any child. So the children scored 1-2 points for completing this task.

The other part of the children (40% of the experimental and 30% of the control groups) coped with the task more successfully. They had an average level of formation of phonemic perception. The children also made mistakes when completing all the tasks, but corrected them with the help of the teacher; some children corrected the mistakes on their own, but noticed them only after the teacher's instructions. So the phonemic representations of these children are more or less formed, the children correctly named sounds in all texts, but only when the teacher focused on them when pronouncing the text. So the children repeated the texts 2 times, therefore, they scored 3-4 points. During the reflected reproduction of series of syllables, the children made single mistakes, as a rule, at the end of the task. When reproducing words, the children also made mistakes, but corrected them after they were repeated by the teacher. When performing tasks on the differentiation of sounds, the children also made mistakes, but corrected them on their own after the teacher pointed them out to them. When pronouncing sentences, the children confused the order of words, but the sounds, as a rule, were called correctly. At the same time, it was noted that children made mistakes in the syllabic structure of words in such words as "porcelain", "seven-colored". The children successfully coped with the task of identifying the ability to distinguish oppositional phonemes by ear on the material of sentences. The children coped with some mistakes during the first task, but the second task, when the children were offered suggestions, caused difficulties. Children confused phonemes, violated the syllabic structure of the word, in general, they did not cope with the task. When performing a series of sound analysis, the children coped with the first three tasks, the rest of the children could not complete even with the help of a teacher. When performing tasks on sound synthesis, the children were able to form words only from the sounds that they called in order. When the sounds were presented to the children in a disturbed sequence, the children did not cope with the task.

It should be noted that children with a high level of formation of phonemic perception during the survey were not identified either in the experimental or in the control groups. For greater clarity of the results obtained, a diagram was constructed, which is located in Figure 1.

Rice. 1. Distribution of children with OHP in the experimental group (1) and the control group (2) according to the levels of formation of their phonemic perception

Thus, the conducted survey allows us to draw a number of conclusions.

1. The level of formation of phonemic perception in children with OHP is lower than in children with the norm of speech development.
2. Disturbances in phonemic perception arise as a result of the negative impact of persistent pronunciation defects on the formation of auditory phoneme standards. As a rule, differentiation of one or several groups of phonemes is impaired in children, while the ability to distinguish the rest is preserved.
3. When it is difficult to reproduce a series of three syllables, children with OHP make mistakes in series composed of any syllables.
4. If in children the phonemic representations corresponding to certain pairs of consonants are not clearly differentiated, then when they reproduce a series of syllables containing these pairs, they make persistent errors, while the rest of the series are reproduced correctly.
5. It is most difficult for children with OHP to determine the presence of a vowel and isolate it from the end of a word, since the vowel is perceived by the child not as an independent sound, but as a shade of a consonant.
6. In general, the skills of sound analysis and synthesis in preschoolers with OHP are not formed.

Thus, the phonemic processes of children with OHP lag behind in their development, and the identified features of phonemic perception and the levels of its development in children with OHP were the rationale for further corrective work on the formation of this process in the children of the experimental group.

2.2. Organization and content of correctional work

Based on the data of the ascertaining experiment, it was concluded that it is necessary to carry out purposeful corrective work and develop a set of classes for the development of phonemic perception in preschoolers with OHP in a preschool educational institution. Corrective work on the formation of phonemic perception was the content of the formative experiment, in which 10 children with OHP of the experimental group took part.

Scope of work: a total of 25 subgroup lessons and 20 individual lessons (2 lessons with each child). The duration of one lesson is from 20 to 30 minutes.

Form of work: individual and subgroup. Correctional and developmental work with children was mainly carried out in the first half of the day.

When developing a set of classes and conducting them, the following principles were relied upon.

1. The principle of systematic corrective, preventive and developmental tasks reflects the relationship between the development of various aspects of the child's personality and the heterochrony (unevenness) of their development. In other words, each quality of the child is at different levels of development in relation to its different aspects - at the level of well-being, which corresponds to the norm of development; at the level of risk, which means the threat of potential developmental difficulties; and at the level of actual difficulties of development, which is objectively expressed in various kinds of deviations from the normative course of development. This fact reveals the law of uneven development.

2. The principle of the unity of diagnostics and correction reflects the integrity of the process of providing assistance. The principle is implemented in two aspects:

The beginning of the implementation of corrective work must necessarily be preceded by the stage of a diagnostic examination, which allows to identify the nature and intensity of developmental difficulties, draw a conclusion about their possible causes and, on the basis of this conclusion, formulate the goals and objectives of the correctional and developmental program;

The implementation of a correctional development program requires the researcher to constantly monitor the dynamics of changes in personality, behavior and activities, emotional states, feelings and experiences of the child, such control allows you to make the necessary adjustments to the tasks of the program, methods and means of influencing the child.

3. The activity principle of correction determines the tactics of corrective work through the organization of the active activity of the child, during which the necessary basis for positive changes in his development is created, that is, the corrective impact is always carried out in the context of a particular activity of the child.

4. The principle of increasing complexity is that each task must go through a series of stages from simple to complex. The level of difficulty should be available to a particular child. This allows you to maintain interest in remedial work and makes it possible to experience the joy of overcoming.

5. Accounting for the volume and degree of diversity of the material. During the implementation of the correctional program, it is necessary to move on to new material only after the relative formation of one or another skill.

6. The principle of taking into account age-related psychological and individual characteristics harmonizes the requirements for the correspondence of the mental and personal development of the child to the age norm and the recognition of the fact of the uniqueness of the uniqueness of a particular person. Taking into account the individual characteristics of the individual makes it possible to outline, within the limits of the age norm, a development optimization program for each individual child.

7. Accounting for the emotional complexity of the material. This principle requires that the conducted games, exercises, presented material create a favorable emotional background, stimulate positive emotions.

In the work on the development of phonemic perception, the method of visual modeling was used. The works of many authors who offer this method in the process of teaching preschool children were analyzed.

A prerequisite for a child to master a schematic model was the ability to compare an illustration with a real object. It was the illustration that acted as a substitute for the subject at the preparatory stage. Then there was an acquaintance with the conditionally real image of the object, when it still retains details and vivid features, but they are already presented schematically. And only after mastering this material, the child was offered an image with a high degree of generalization and abstraction.

The first models that children encountered were models of such concepts as sound, syllable, word, sentence. As a rule, geometric figures were used to designate them. Visual symbols of vowels and consonants were also widely used in correctional work. Symbols of a diverse nature acted as conditional substitutes (elements of the model):

Geometric figures;

Symbolic images of objects (symbols, silhouettes, contours, pictograms);

Plans and symbols used in them.

As a result of studying the already existing works concerning the use of the visual modeling method in working with preschoolers, we developed our own system of models, which was called the "Small Town". So the following models were developed and manufactured:

City model;

Sound models: speech, noise and music;

Noise models: paper rustle, glass chime, wind, etc.;

Models of musical sounds (instruments): drum, tambourine, metallophone, maracas, pipe, etc.;

Speech pitch model;

word model;

Model of the place of sound in a word;

Word length model (long, short);

Sound patterns: vowel consonants;

The syllable model;

Stressed syllable model;

Sound hardness-softness model;

Model of deafness-sonority of sound;

Model of oppositional sounds, etc.

It should be pointed out that in the manufacture of models, the goal was not to minimize it from an artistic point of view. In order for the model to interest the child with its content, so that he becomes interested in what information is encrypted in it, it is necessary that she appears before the child in a bright, entertaining solution. In addition, in order to attract children to the model, acquaintance with her was carried out in a game situation, the children were asked to play "Detectives", "Detectives", "Spies", etc. In the process of such games, children often learned to decipher patterns.

The development and manufacture of each model was carried out in several stages:

Analysis of the material to be conveyed to the child;

Its translation into sign-symbolic language;

Model work.

In the process of correctional work, not only the tasks of forming phonemic perception in children with ONR were solved, but also the formation of modeling skills in them. Thus, the formation of visual modeling skills occurred in a certain sequence with a constant increase in the proportion of independent participation of preschoolers. So, at first, the children were offered ready-made models (a set of models was made for each child), later the children made them themselves (drawn, cut out of paper, etc.). With the development of visual modeling skills, the following didactic tasks were solved:

Acquaintance of children with a graphical way of presenting information;

Development of the ability to decipher the model;

Formation of the skill of independent modeling.

Directly corrective work on the formation of phonemic perception in children with OHP was carried out in three stages.

Preparatory stage (3 lessons with subgroups of children).

The purpose of the preparatory stage is to organize the process of development of phonemic perception in children with OHP of senior preschool age.

1. Establishing a trusting relationship between the teacher and the children.

2. Discussion of the work process and organizational issues, establishing requirements in class with children (a conversation with children was used to implement this task).

3. Strengthening the skills of recognizing non-speech sounds.

4. Development of the ability to distinguish the pitch, strength, timbre of the voice on the material of the same sounds, words, phrases.

At this stage of the work, the children were offered models:

Sounds: speech, noises and musical.

Noises: the rustle of paper, the sound of glass, the wind,

Musical sounds (instruments): drum, tambourine, metallophone, maracas, pipe.

Speech pitches (low and high house)

The basis for starting work with the model was the children's knowledge of sensory standards (shape, color, size). The presence of this knowledge is the main condition for the successful implementation of the visual modeling method. On the one hand, this knowledge is necessary for the use of models, on the other hand, in the process of working with the model, the names of the properties of objects are fixed in the active speech of children, the active dictionary of adjectives expands, etc.

Main stage (20 subgroup lessons).

The goal of the main stage is the development of phonemic perception in children with ONR.

1. Differentiation of words that are similar in their sound composition.

2. Differentiation of syllables.

3. Differentiation of phonemes.

4. Formation of skills of elementary sound analysis and synthesis.

Correctional and developmental work at this stage was also systematized, taking into account the complexity of the proposed tasks at each lesson. The basis for starting work was the experience of the children that they had at the time of the implementation of the system of corrective measures.

It should be noted that most of the time allotted for this stage was devoted to the formation of the skills of sound analysis and synthesis in children. For older preschoolers with OHP, this is of particular importance. At this age, children begin to be taught reading skills, and it is the development of the processes of sound analysis and synthesis that is the basis for the successful mastery of reading, and later writing. That is why it is advisable to increase the number of classes at this stage. The formation of phonemic perception in children with OHP took place on the material of those sounds that children studied in one or another period according to the training program and the plan of the speech therapist teacher.

At this stage of work, the children got acquainted with the following models: a word model; model of the place of sound in a word; word length model (long, short); sound patterns: vowel consonants; syllable model; stressed syllable model; sound hardness-softness model, etc.

Taking into account the different complexity of the forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, the work was carried out in the following sequence:

1. Isolation (recognition) of sound against the background of a word, i.e. determination of the presence of a sound in a word.

2. Isolation of sound at the beginning at the end of a word. Determine the first and last sound in the word, as well as its place (beginning, middle, end of the word). When forming the indicated action, the following tasks are offered: determine the first sound, the last sound in the word; determine the place of the sound in the word.

3. Determination of the sequence, quantity and place of sounds in relation to other sounds.

Absolutely in all the lessons of this stage, models and schemes were used. So, for example, when determining the place of a sound in a word, the model “car with three windows” was used, and the children were given the task to find in which window this or that sound would be seen. In addition, the children had to choose "short wagon" or "long wagon" on their own, thereby reinforcing children's ideas about the length of words.

In addition, at this stage, individual lessons were also held, the main purpose of which was to consolidate the knowledge gained in subgroup classes. Also in these classes, work was carried out to correct sound pronunciation, the skills of reading models, their manufacture and use were consolidated. In individual classes, the figurative name of articulation exercises and their correlation with pictures - symbols were used. This made it easier for children to memorize articulation complexes, introduced a game moment into the lesson and aroused interest in completing the task.

Stage 3 - final (2 lessons).

The purpose of the final stage is to consolidate existing skills. The lessons of this stage were also aimed at expanding the knowledge about the surrounding reality obtained in the lesson during the main stage. At this stage, a final entertainment lesson was held, in which the children themselves were residents of the "Town-speech".

It should be noted that the use of the visual modeling method was combined with other methods. In particular, the display of one or another model was always supported by speech influence. The word, accompanied by visualization, to a greater extent contributed to the understanding of the meaning of the model, task, adequate perception in general.

Verbal methods made it possible not only to convey this or that information to the child, but also to set the child emotionally in a certain way for work. For this purpose, a story, an explanation, an explanation, questions, etc. were used. The use of the story made it possible to vividly, entertainingly, emotionally present this or that material in a certain logical sequence. For example, the story about the "Town-speech" activated perception, cognitive activity, developed curiosity, imagination and thinking in children. The use of the story in the classroom was preceded by preparatory work, so the purpose of the story was determined and, in accordance with it, stories were used - introduction, story-narration and story - conclusion. It should be pointed out that the effectiveness of using the story as a verbal method was determined by the thoughtfulness of the plan, presentation of the material, clarity of thoughts, the presence of conclusions, accessibility for understanding, and expressiveness.

In working with children, explanation was also used, it was used to reveal the meaning of words, to explain causes and effects, and so on. The effectiveness of this method depended on the teacher's knowledge of the content of scientific knowledge, the accuracy of the wording, taking into account the individual psychological characteristics of children, etc.

Of the practical methods, exercises, games, tasks were used. Exercises were the main method of consolidating the acquired knowledge and developing certain skills and abilities associated with various activities. The selection of exercises and their use in working with children was carried out in accordance with the tasks of correctional and developmental work and taking into account the individual characteristics and capabilities of each child. Didactic games made it possible to consolidate the acquired knowledge and skills in an interesting way. So, when analyzing words, such games as “Seat the Passengers” were used. The children were offered models of sounds (vowels, consonants) and a model car (see Appendix 3). Then the teacher called the word, and the children had to analyze the word and determine where in the car to place this or that sound. The game "Ice - Grass" in the differentiation of soft and hard consonants. This game has several options, one of them consists in laying out pictures, the names of which begin with a soft or hard consonant, into two groups, at the head of the first group is "ice" as a symbol of hardness, in the other group - "grass" as a symbol of softness. The game "Restless Passenger" was used in the process of developing the skill of determining the place of a sound in a word. For example, when determining the place of sound B, the teacher offers the children pictures (cotton wool, owl, will, etc.), and the children must determine where the sound “goes” in the car (at the beginning, middle, end), then calls another word, sound - the passenger runs to another place, etc.

It should be noted that the use of one or another verbal or practical method was accompanied by the use of models, schemes.

Examples of lesson notes on the formation of phonemic perception are in Appendix 2, and examples of made models are in Appendix 3.

Table 4

Corrective work plan for the formation of phonemic perception in children with OHP

Stage	Tasks	Didactic security	Models Used	Number of classes
	1. Cause in children a positive attitude towards work and classes. 2. To develop in children the ability to use a loud and quiet voice. 3. Teach children to distinguish sounds (speech, music, noises).	"What does it sound like?" “Quiet-loud”, “Ensemble”, etc.	Sound model (speech, music, noise), sound strength model (loud-quiet)
	1. Develop auditory attention to the material of non-speech sounds. 2. Learn to distinguish various noises by ear. 3. Teach children to listen to the world around them.	“What rustles, rings, rattles?”, “What do you hear?” etc.	Noise model.
	1. Teach children to distinguish musical instruments by ear. 2. Practice playing musical instruments according to the instructions (quietly loudly). 3. Differentiate speech and musical sounds.		Model of musical sounds, model of the power of sounds.
	1. Consolidate the skill of pronouncing vowels A, O, U, Y. 2. Differentiate vowel sounds. 3. Learn to highlight vowel sounds at the beginning of a word. 4. To consolidate the concepts of children about sound, syllable, word, sentence.	“Where does the word begin”, “Pull-pull”, etc.	Model of vowel sounds, syllables, word model, sentences.
	1. Teach children to name words with a given vowel sound. 3. To form children's ideas about a short and long word. 4. Teach children to correlate sound and letter. 5. Fix the letters A, O, U, Y.	“Come up with a word”, “Pull the sound”, “Long - short word”, “This is a sound, but a letter ...”, etc.	Word model (long and short), vowel sound model.
	1. Introduce the sounds M, M. 2. Form ideas about consonant sound, hard and soft sound. 3. Learn to correlate the sounds M, M with the letter M. 4. Analyze simple words like "mom". 5. Learn to determine the place of sound in a word.	“Come up with a word”, “Sound exercise”, “Third extra” and others.	Consonant sound model (soft and hard), word model.
	1. To form children's ideas about sonority, deafness of consonants. 2. Acquaintance with the sounds B, B, D, D. 3. Learn the letters B, D. 4. Analyze direct and reverse syllables with learned sounds. 5. Learn to do a complete analysis of words like "house", "bom", "fashion". 6. Learn to independently apply models in the analysis of syllables, words.	“Encrypt”, “Riddles”, “Come up with a word” and the like.	Consonant sound model (soft and hard), (deaf, voiced), syllable model, word model.
	1. Introduce the sounds N, N, P, P. 3. Select words for the studied sounds. 4. Learn to distinguish hard and soft sounds by ear. 5. Teach children to transform words by changing or adding sound.	"Sharp Eye", "Hard-Soft", "Find the Differences", "The Fourth Extra", etc.	Model of a syllable, word, consonant sounds (soft, hard).
	1. Acquaintance with the sounds T, Tb, K, Kb and the letters T, K. 2. To teach children to differentiate oppositional sounds on the material of syllables, words. 3. Learn to select words with given sounds. 4. Analyze words like "Tom", "Tim", "tank", "shadow", etc.	“Repeat”, “What is the sound at the beginning of the word?”, “Divide into groups”, etc.	Model of oppositional sounds, models of consonant sounds (hard, soft).
	1. Acquaintance with the sounds C, C, Z, Z, letters C, Z. 2. Learn to differentiate the sounds C-Z, C-Z. 3. To consolidate the skill of choosing words for the studied sounds. 4. Analyze words like "braid", "goat", and the like.	Spot the Difference, Pathfinders, Who's Bigger? and etc.	Models of consonant sounds (hard, soft), word model, vowel sound model.
	1. Acquaintance with the sounds В, Вь, Г, Гг, letters В, Г. 2. To teach children to combine sounds into syllables and simple words like "sleep", "juice", "poppy" and the like. 3. Learn to select words according to models. 4. Strengthen the skill of dividing words into syllables.	"Funny tongue twisters", "What word did you get?", "Detectives", etc.	Word models, long and short word models, syllable model, consonant sound model (hard and soft).
	1. Acquaintance with the sounds X, Xh, Zh. 2. Learn to determine the number of sounds in words like "com", "spit", "robe" and the like. 3. Learn to select words for a given number of sounds. 4. Learn to reproduce syllables, words with oppositional sounds.	“Memory”, “Who is more?”, “How many sounds are in a word?” and etc.	Word models, long and short word models, syllable model, consonant sounds model (hard and soft), oppositional sounds model.
	1. Acquaintance with the sounds R, R, L, L. 2. Differentiation of the studied sounds on the material of syllables, words. 3. Strengthen the skill of forming words by adding sound. 4. Teach children to compose sentences from words. 5. Continue to form phonemic representations on the material of texts.	“Cryphers”, “Word + word”, “What is the main sound?” and etc.	Word models, long and short word models, syllable model, consonant sounds model (hard and soft), sentence model.
	1. Repeat all studied vowels and consonants. 2. Describe consonant sounds. 3. Consolidate the skill of choosing words with the indicated sound at the beginning, middle, end of the word. 4. Strengthen the skills of phonemic analysis and synthesis. 5. Continue to develop skills in reading syllables, simple words. 6. Learn to make sentences from words.	“Memory”, “Repeat”, “Name the word”, “Who is more?”, “The fourth extra”, “Divide into groups”, etc.	All models used in previous lessons.

2.3. Results of corrective work and their analysis

In order to test the effectiveness of the implemented system of classes, a repeated diagnosis was carried out.

The purpose of the re-study was to identify the level of development of phonemic perception in children with whom correctional work was carried out, in comparison with the control group.

In the course of the survey, those tasks were used that were also used at the stage of the ascertaining experiment.

As a result of repeated diagnostics, the following data were obtained:

Among the children of the experimental group, there were 20% with a low level of development of phonemic perception, and in the control group there were 40% of such children;

Most children (80%) of the experimental group have an average level of development of phonemic perception;

The children of the experimental group (80%) determined the pronunciation of the sound (correct or incorrect) by ear almost without errors. In general, the children developed the skill of elementary sound analysis, but when composing words from the given sounds, these children experienced some difficulties, made mistakes, but when they were presented with help, they corrected them. Children practically did not make mistakes in the process of determining the sequence of sounds in a word, sometimes they only found it difficult to determine the last sound. The first sound in the word was determined without errors. In general, children were distinguished by activity in the process of examination, interest in a positive result.

It is advisable to present the data obtained during the re-diagnosis in the form of a diagram that allows you to compare the results of children in the control and experimental groups (see Figure 2).

It is also necessary to compare the results of the children of the experimental group, obtained at the stage of the ascertaining experiment and at the stage of the control experiment, after carrying out correctional and developmental work. These data are presented in Figure 3.

The complex of classes developed by us, based on the method of visual modeling, turned out to be quite effective, this is proved by the fact that children with OHP in the experimental group showed better results during the re-examination compared to children in the control group.

Rice. 2. Levels of development of phonemic perception in children of the experimental (1) and control (2) groups (re-diagnosis)

Rice. 3. The results of the examination of children in the experimental group before the formative experiment (1) and after (2)

The results shown by the children of the experimental group after the formative experiment turned out to be higher compared to the results of the primary diagnosis, which is clearly shown in Figure 3. The number of children who scored previously low scores decreased and, accordingly, the number of those who showed high results increased.

It can be concluded that the tasks that were set were solved, and the developed system of classes was effective. In children with OHP in the experimental group, the level of formation of phonemic perception increased, while in the children of the control group, changes in the direction of improving phonemic perception were insignificant.

The use of the method of visual modeling in the process of corrective work on the formation of phonemic perception made it possible to:

To acquaint children with the concept of "word" and its length;

To teach intonation to highlight a sound in a word, name words with a given sound, find the position of sounds in a word and correlate with the scheme, depict vowels and consonants using visual symbols, distinguish between hard and soft sounds, isolate word stress, distinguish between stressed and unstressed vowels;

To form the skills of analysis and synthesis of words and sentences, the selection of words for a given sound model, to teach how to graphically depict a sentence, to come up with a sentence according to a scheme;

Develop the skill of syllable reading.

Thus, the assumption that the developed system of classes, based on the method of visual modeling, will have a positive impact on the development of phonemic perception, is quite legitimate. Therefore, the hypothesis of our study was confirmed.

Conclusion

The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the system of teaching a child his native language in preschool educational institutions. It is possible to prepare a child well for school, to create a basis for teaching literacy, only in the process of serious work on the development of phonemic perception.

The theory and practice of speech therapy work convincingly proves that the development of phonemic processes has a positive effect on the formation of the entire speech system as a whole. Effective teaching of literacy to children can only be possible with the advanced development of phonemic perception, in particular, in the formation of the skills of sound analysis and synthesis.

A large number of studies have been devoted to the development of a child's phonemic perception, in which this process is covered in various aspects: psychophysiological, psychological, linguistic, psycholinguistic.

As a result of the analysis of the literature on the problem, the research came to the conclusion that phonemic perception is the ability to distinguish between phonemes and determine the sound composition of a word. This concept should be distinguished from the concept of "phonemic hearing", which is part of physiological hearing.

In order to identify the level of formation of phonemic perception in preschoolers with OHP, a stating experiment was organized and conducted. as a result of the analysis of the results of diagnostics, it was concluded that the level of formation of phonemic perception in children with OHP is lower than in children with the norm of speech development. Phonemic underdevelopment of children with OHP is manifested in the unformed processes of sound differentiation. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, inventing a word for a given sound, etc.

In order to eliminate the identified shortcomings and increase the level of formation of phonemic perception in children with OHP in the experimental group, correctional and developmental work was planned and carried out. Corrective work on the formation of phonemic perception in preschoolers with OHP was carried out by means of visual modeling. So the ball developed a system of models that reflect the phonetic and phonemic features of the Russian language. With the help of models, children in the classroom learned to distinguish between noises, musical sounds, speech sounds, characterize them, etc. In addition, children with OHP learned how to create models, encrypt information, and so on. Thus, this method allowed children not only to study the material provided for by the educational program of this institution, but also to develop imagination and thinking. In total, 25 subgroup and 20 individual lessons were held with children. The work on the formation of phonemic perception in children with OHP was closely related to literacy training and work to correct sound pronunciation disorders. In order to identify the effectiveness of the developed classes, a control experiment was organized and conducted, in which children from the experimental and control groups took part. As a result, the following data were obtained:

Among the children of the experimental group there were a small number of children with a low level of development of phonemic perception;

Most of the children in the experimental group have an average level of development of phonemic perception;

In general, the children of the experimental group coped better with the tasks, each child of this group on average improved their results by 4-7 points, while in the control group the results improved by 2-3 points.

The data obtained allow us to conclude about the effectiveness and efficiency of the correctional work carried out on the formation of phonemic perception in older preschoolers with OHP by means of visual modeling. Thus, the research hypothesis is proved, the tasks are solved, respectively, the goal is achieved.

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Appendix 1

1. Speech material for the study of phonemic representations.

Mouse mother mouse

Whispered: "Bastard!

Noise, rustle, chatter!

You're bothering your mother to sew!"

Autumn. Autumn. Autumn.

The ash tree dropped its leaves.

On the aspen leaf

It burns with fire.

Autumn. Autumn. Autumn.

On Mount Ararat

Growing large grapes.

Strawberry Zoya with Zina

Lured into the garden with a basket:

Earned two mouths

And the cart is empty.

2. Speech material for studying the skill of reflected reproduction of series of syllables and words.

Suggested material
yes - that - yes	ta - yes - ta
ha - ka - ha	ka-ha-ka
ba-pa-ba	pa-ba-pa
ka-ha-ka	ha-ka-ha
sa - for - sa	for - sa - for
sa - sha - sa	sha-sa-sha
zha - sha - zha	sha - zha - sha
cha - cha - cha	cha - cha - cha
sa - sha - sha	shcha - shcha - shcha
ra-la-ra	la-ra-la
wa-fa-wa	fa - va - fa

3. Speech material for the study of the skill of differentiating sounds in the pronunciation of words.

Mixed sounds	Lexical material
	roof - rat
	faces - roses
	bangs - chick
	pebble - nut
	jackdaw - pebble
	cancer - varnish
	brand - T-shirt
	sailor - lighthouse
	kidney - barrel
	daughter - dot
	bones - guests
	mouse - bear
	braid - goat

4. Lexical material for the study of the ability to distinguish oppositional phonemes by ear on the material of words and sentences.

Sasha walked along the highway and sucked dry.

Varvara guarded the chickens, and the crow stole.

They didn’t take Fanya to the bathhouse, they bathed Fanya in the bath.

5. Speech material for the study of sound analysis of words.

1) stork - donkey - corner;

2) fish - flies - cat - toads;

3) house - hand - subway - kangaroo;

4) 2nd sound - doctor, 3rd - mouse, 4th - mole, boat;

5) thief - yard; ox - wolf; tree - heifer;

6) juice - bough - onion; fox - linden - magnifying glass.

6. The study of sound synthesis.

1) p, o, g; p, o, s, a; g, r, o, t; k, a, s, k, a;

2) k, l, a, n; b, y, s, s; k, y, s, t, s;

3) n, s, s - son; p, g, y, k - circle; shad, lo, ka - horse.

Appendix 2

Synopsis of a subgroup lesson on the formation of phonemic perception in children of senior preschool age with OHP

Topic: The development of phonemic perception on the basis of non-speech sounds.

1. Introduce the rules of conduct in a group lesson.

2. Develop auditory attention.

3. Develop phonemic perception on the material of non-speech sounds and words similar in sound composition.

4. Introduce children to models denoting sounds (speech, music, noises).

Equipment: screen; sounding toys, musical instruments and objects (tambourine, drum, bell, harmonica, paper, glass, etc.); audio recordings of musical sounds and noises, sound patterns for the number of children

Lesson progress

1. Organizational stage.

One of the children sits down who, with clapping, reproduces the rhythm of the “magic tambourine” set by the speech therapist.

2. Stage of training using frontal visual material

Children are explained the rules of behavior in the classroom (do not interfere with neighbors, raise your hand, etc.).

3. The game "What does it sound like?"

Children are invited to listen to the sound of four objects under visual control (tambourine, rattle, paper rustle, poem on audio recording). Then the objects are removed behind the screen, and the children guess what sounds.

It is clarified that the children listened to different SOUNDS and they are called: musical, speech and noise.

4. Acquaintance with models. Models are shown to children and explained what they mean.

5. Working out the material with the help of models. Game "Guess the Sound" Children listen to various sounds on the audio recording and determine what kind of sound it is, while raising the model.

6. Dynamic pause

Children are invited to clap their hands above their heads if musical instruments are called. The speech therapist says: a pin, a room, a tambourine, a beetle, a closet, a piano, etc.

7. The game "Who has a bell?"

Children form a circle. The leader stands in the center of the circle and closes his eyes. Children pass the bell to each other. At the silent signal of a speech therapist

the child who received the bell rings and hides the bell behind his back. The driver determines the direction of the sound and guesses who called.

8. Game "What do you hear?" Children are invited to sit in silence and listen to what sounds surround us. Children name and attribute them to musical, speech or noises. At the same time, it points to a model denoting a particular sound.

9. Summary, evaluation of children's activities

The speech therapist reminds that in the lesson the children listened to different SOUNDS and WORDS.

An explanation is given: everything we hear is called sounds. Different sounds are combined into words.

Summary of the lesson. Children who tried, raised their hands, listened attentively to the speech therapist and to each other are encouraged.

Abstract of an individual lesson on the formation of phonemic perception in children of senior preschool age with OHP.

Topic: Sounds В, В; letter V.

1. Consolidate the skill of clear pronunciation and discrimination of sounds В, Вь.

2. Learn to characterize consonant sounds, combine sounds into syllables, words.

3. Consolidate the skill to use models of consonant sound, syllable, word.

4. Develop the skill of sound analysis of words like "Vova", "wine", "broom", etc.

Equipment: a ball, pictures depicting objects whose names contain sounds B, B, models of sounds, syllables, words, alphabet (letters B), two baby dolls.

Lesson progress

1. Organizational moment

Ball game "Name"

The speech therapist calls a generalizing word, the child is an example on this topic: a vegetable is an onion, a flower is a cornflower, an insect is a mosquito ...

2. Development of fine motor skills. Working with counting sticks.

3. Articulation gymnastics.

4. Correction of sound pronunciation (work on disturbed sound).

5. Fixing the sounds B, V.

Speech therapist: we have two baby dolls visiting us, and their names are Vova and Venya. What sound does the name Vova, Venya begin with?

The child answers.

The child characterizes the sounds and receives models of sounds from the speech therapist.

6. Differentiation of sounds. Game "Detectives". The speech therapist suggests finding pictures or objects in the room with the sound B or B, but they are encrypted in

models. The teacher shows this or that model, the child looks for pictures or objects in the room.

7. Add sound game.

The child puts the sound V or Vb at the beginning of the word: ... aza, ... olk, ... rach, ... enik, ... int, etc.

8. Physical education

One, two - everyone get up,

Three, four - squat

Five, six - turn around

Seven, eight - smile

Nine, ten - do not yawn,

Take your place.

9. The letter B. The speech therapist fixes the letter B with the child.

The child prints words starting with the letter B, while calling what sound it stands for (B or B).

10. Sound analysis of the word "guilt".

The speech therapist invites the child to remember: what is a vowel sound; what is a consonant sound and decompose words into sounds. Next, a word model is drawn up.

11. The result of the lesson.

Speech therapy project: "The system of didactic games and game techniques aimed at developing phonemic perception in preschoolers"

Introduction………………………………………………………………………….. 3

The relevance of this topic ……………………………………………… 3

Main part. The system of didactic games and game techniques aimed at developing phonemic perception in preschoolers.

The role of didactic play in the development of a child's speech. ………………… 4

The development of phonemic perception in children of preschool age………………………………………………………………………...... 5

Stages in the work on the formation of phonemic perception ... .. 7

A complex of games and game exercises aimed at the formation of phonemic perception……………………………… 9

Conclusion…………………………………………………………………… 16

References………………………………………………………….. 17

1. The relevance of this topic

This work is devoted to the problem of the formation of phonemic perception in children with OHP of preschool age through the system

didactic games and game techniques.

The topic is relevant both for speech therapy and pedagogy in general, since the level of formation of phonemic representation in

child depends on their further assimilation of literacy.

Full speech of the child is an indispensable condition for his

successful schooling. Therefore, it is very important to eliminate all the shortcomings of speech in preschool age. Most children with speech

pathology have difficulty in auditory differentiation of sounds

speech due to the underdevelopment of phonemic perception.

The problem of the development of phonemic perception is especially acute during the period of preparing the child for schooling, i.e. at senior preschool age, when without a formed phonemic perception it is impossible to successfully master literacy and writing skills.

“Among the methods for correcting speech therapy disorders in preschoolers, didactic games and game techniques have proven themselves on the positive side in terms of effectiveness, and therefore a speech therapist needs to widely use games in correctional work” (V.I. Seliverstov).

Phonetic and phonemic underdevelopment is a violation of the processes 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 with intact physical hearing and intelligence.

Thus, in order to improve efficiency correctional work on the formation of phonemic perception in preschoolers with OHP it is necessary to widely use the system of didactic games and game techniques.

Target abstract - to describe the system of didactic games and game techniques aimed at the formation of phonemic perception in

children used in speech therapy.

The system of didactic games and game techniques aimed at developing phonemic perception in preschoolers

The role of didactic play in the development of a child's speech

Didactic game is the link between the game and learning.

For a child, it is a game, and for an adult, it is one of the ways of learning. The essence of the didactic game lies in the fact that children solve mental problems proposed to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one, which increases his mental activity. (A.K. Bondarenko).

The didactic game has a certain structure that distinguishes it from other types of games and exercises. Structure is the main elements that characterize the game as a form of learning and game activity at the same time.

The following structural components of the didactic game are distinguished:

didactic task;

game task;

game actions;

rules of the game;

result (summarizing).

In modern speech therapy, a didactic game is created by a teacher specifically for educational purposes, when learning proceeds on the basis of a game and didactic task. In the didactic game, the child not only acquires new knowledge, but also generalizes and reinforces it. A didactic game acts simultaneously as a type of game activity and a form of organizing interaction between a speech therapist and a child.

In the creation of a modern system of didactic games that contribute to the development of speech, great merit belongs to E.I. Tiheeva. She claims that speech is an invariable companion of all the actions of the child; the word must reinforce every effective habit acquired by the child. The manifestations of the child's speech come out most clearly in play and through play.

In word games, A.K. Bondarenko, the child learns to describe objects, to guess from the description, according to signs of similarity and difference, to group objects according to various properties, signs, to find alogisms in judgments, to invent stories on their own.

Game actions in word games form auditory attention, the ability to listen to sounds; encourage repeated repetition of the same sound combination, which exercises the correct pronunciation of sounds and words.

Thus, the use of didactic games in the work of a speech therapist contributes both to the development of children's speech activity and to an increase in the effectiveness of correctional work.

3. Development of phonemic perception in the development of speech of preschool children

Phonemic perception is the ability to catch and distinguish by ear the sounds (phonemes) of the native language, as well as to understand the meaning of various combinations of sounds in words, phrases, texts. Speech hearing helps to differentiate human speech in terms of volume, speed, timbre, and intonation. Children with impaired phonemic perception often distort in speech those sounds that they know how to pronounce correctly. The reason for incorrect speech lies not in the unwillingness of the child to speak correctly, but in the shortcomings of phonemic perception. For children with underdevelopment of phonemic perception, violations of the sound and syllabic structures of the word (omission, insertion, rearrangement, repetition of sounds and syllables) are also characteristic. With the help of developing articulation skills, only a minimal effect can be achieved, and moreover, a temporary one. Phonemic perception is the most important stimulus for the formation of normalized pronunciation. A stable correction of pronunciation can be guaranteed only with the advanced formation of phonemic perception. There is no doubt the connection between phonemic and lexico-grammatical representations. With systematic work on the development of phonemic perception, children perceive and distinguish much better: word endings, prefixes in single-root words, common suffixes, prepositions when consonants come together, etc. In addition, without a sufficient formation of phonemic perception, the formation of phonemic processes that are formed on its basis is impossible: the formation of full-fledged phonemic representations, phonemic analysis and synthesis. In turn, without long-term special exercises on the formation of sound analysis and synthesis skills, children do not master literate reading and writing. Children with impaired phonemic perception do not do well at school with the sound analysis of words, which leads to difficulties in reading and to gross violations of writing (omissions, rearrangement, replacement of letters) and is the reason for their poor progress. Work on the development of phonemic perception is of great importance for mastering the correct sound pronunciation and for the further successful education of children at school. It leads the child to a complete analysis of the sound composition of the word, which is necessary for teaching literacy. A child with good phonemic perception, even if there is a violation of sound pronunciation, that is, if he cannot pronounce a sound correctly, recognizes it correctly in someone else's speech, associates it with the corresponding letter, and does not make mistakes in writing.

4. Stages in the work on the formation of phonemic perception

The development of phonemic perception is carried out at all stages of work with children and is carried out in a playful way, in frontal, subgroup and individual classes.

This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of a given language. In parallel with the very first classes, work is carried out to develop auditory attention and auditory memory, which allows achieving the most effective and accelerated results in the development of phonemic perception. This is very important, since the inability to listen to the speech of others is often one of the causes of incorrect sound pronunciation.

In the work on the formation of phonemic perception, the following stages can be distinguished:

1st stage- recognition of non-speech. At this stage, in the process of special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes.

2nd stage- the difference in pitch, strength, timbre of the voice on the material of the same sounds, words, phrases (these are games like “Tell me how I am”, “How words differ: rhymes, changes in sound complex in height and strength”, etc.). During this stage, preschoolers learn to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words.

3rd stage- the difference between words that are close in their sound composition, through game tasks such as repeat similar words, choose a word that differs from the rest, select a rhyme for a poem, reproduce a syllable series with a change in stress, reproduce a word in rhyme, etc. At this stage, children should learn to distinguish between words that are close in sound composition. Children are also offered tasks where they must learn to distinguish words that differ in one sound (Words are selected in which sounds are different in terms of acoustic-articulatory properties. For example, whistling - sonorous or affricates - sonorous).

4th stage- differentiation of syllables. Game exercises at this stage teach children to listen to the sound of syllables and words, independently find words similar and dissimilar, correctly reproduce syllabic combinations, develop auditory attention. Children can be offered to complete the following tasks: reproduce syllabic combinations with the same vowel and different consonants, syllabic combinations that differ in sonority-deafness (pa-ba, poo-boo-pu); reproduce syllabic pairs with an increase in consonants (ma-kma, then-who), syllabic combinations with a common confluence of two consonants and different vowels (tpa-tpo-tpu-tpy).

5th stage- differentiation of sounds. At this stage, children learn to distinguish the phonemes of their native language. You need to start with the differentiation of vowel sounds. At this stage, children learn to isolate the desired sound from the composition, didactic exercises teach children to listen to the sound of words, pronounce sounds clearly and correctly in it, find and highlight certain sounds with their voices, and develop phonemic hearing.

6th stage- development of phonemic analysis and synthesis skills, the task of the last, sixth, stage of classes is to develop the skills of elementary sound analysis in children. This work begins with the fact that preschoolers are taught to determine the number of syllables in a word and to slap two and three compound words; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable. Next, an analysis of vowel sounds is carried out, where children learn to determine the place of a vowel sound in an ore of other sounds. Then proceed to the analysis of consonants. At the same time, the child is first taught to single out the last consonant sound in the word. The implementation of the above-mentioned stages takes place with complex interaction with narrow specialists.

Thus, work on the development of phonemic perception should be carried out in stages: starting with the isolation and discrimination of non-speech sounds and up to fine differentiation of sounds similar in acoustic-articulatory properties. In parallel, work is underway to develop children's auditory attention and memory in preschoolers.

5. A complex of games and game exercises aimed at the formation of phonemic perception

The complex of games and game exercises aimed at forming the phonemic perception of preschool children with speech disorders includes the following areas:

1. Games aimed at developing auditory attention.

2. Games for the development of speech hearing.

3. Games to distinguish between correctly and defectively pronounced sound.

4. Distinguishing words that are close in sound composition.

5. Differentiation of syllables.

6. Differentiation of sounds.

7. Games aimed at the formation of sound analysis and synthesis.

8. Characteristics of sounds.

Games aimed at developing auditory attention, recognition of nonverbal sounds

Games of this group contribute to the development of auditory influence and control in children, teach children to listen carefully and correctly perceive the speech of others.

"Learn by sound"

Target. The development of auditory attention, phrasal speech.

Equipment: screen, various toys and objects (paper, spoon, shelf, etc.)

Description of the game. The leader behind the screen makes noises and sounds with different objects. The one who guesses what the leader is making noise with raises his hand and tells him about it.

You can make different noises: throw a spoon, an eraser, a piece of cardboard on the table, hit an object against an object, crumple paper, tear it, cut the material, etc.

The one who guesses the noise gets a chip as a reward.

Games for the development of speech hearing

During this stage, preschoolers are taught to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words. The purpose of these games and exercises is to teach children to speak loudly, quietly, in a whisper, loudly and quietly reproduce onomatopoeia, develop auditory perception.

"Three Bears" .

Game progress: an adult exposes pictures of three bears in front of the children - large, medium, small. Then, telling the tale of the three bears, he pronounces the appropriate remarks and onomatopoeia in either a low or a high voice. Children should, focusing on the sound complex and the height of the voice, simultaneously raise the corresponding picture.

"Guess who"

Target. Ear training.

Description of the game. Children stand in a circle. The driver goes to the middle of the circle, closes his eyes and then goes in any direction until he comes across one of the children, who must give a voice in a prearranged way: “ku-ka-re-ku”, “av-av-av” or “ meow-meow”, etc. The driver must guess which of the children screamed. If he guesses correctly, he becomes in a circle. The one you recognize will be the leader. If you do not guess, then it remains to drive again.

Games aimed at distinguishing between correctly and defectively pronounced sound

"What's the right way to say it?"

Target. Learn to identify defective words and correct them.

Description of the game. The speech therapist imitates the distorted and normal pronunciation of the sound in the word and invites the children to compare the two types of pronunciation and reproduce the correct one.

"Pay attention"

Target. Learn to determine the correct pronunciation of words. Equipment. Pictures: banana, album, cage.

Description of the game. Pictures are laid out in front of the child and they are offered to listen carefully to the speech therapist: if the speech therapist correctly names the picture, the child raises a green flag, incorrectly - red. Spoken words: baman, paman, banana, banam, wanan, come on, bawan, wanan; anbom, aybom, alm, album, avbom, alpom, alnom, able; cage, cage, cage, cage, cage, cage, cage.

Games aimed at distinguishing words that are close in sound composition

"Dunno confused"

Target. Learn to choose words that sound similar.

Equipment. Pictures: onion, beetle, bough, cancer, varnish, poppy, juice, house, scrap, catfish, spoon, midge, matryoshka, potato, etc.

Description of the game. The speech therapist pronounces the words and invites the child to name a word that is not like the others:

Poppy, tank, so, banana; - catfish, com, turkey, house;

Lemon, wagon, cat, bud; - poppy, tank, broom, cancer;

Scoop, gnome, wreath, ice rink; - heel, fleece, lemon, tub;

Branch, sofa, cage, mesh; - skating rink, skein, house, stream, etc.

"Say a word"

Target. Learn to choose the right word in meaning and sound.

Description of the game. The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and suggests choosing one word for the rhyme from the suggested ones:

I sewed a shirt for Mishka, I'll sew him ... (pants).

On holidays, on the street, in the hands of the children

Air is burning, shimmering ... (balloons).

He is with a bell in his hand, in a blue-red cap.

He is a fun toy, and his name is ... (Petrushka!)

All the guys from the yard shout to the kids: (“Hurrah!”)

In this river, two ... (sheep) drowned early in the morning.

There is a big fight in the river: two quarreled ... (cancer).

"Well listen"

An adult gives the child two circles - red and green and offers a game: if the child hears the correct name of the object shown in the picture, he must raise the green circle, if the wrong one - red (baman, paman, banana, banam, bawan ...).
The complication of such games - exercises is as follows: first, words are selected that are light in sound composition, then more complex

Games aimed at differentiating syllables

"Repeat Right"

Target. Develop phonemic perception, the ability to clearly reproduce syllabic chains.

Equipment: ball.

Description of the game. Children sit in a circle. The teacher invites the children to take turns catching the ball and carefully listen to the chain of syllables, then the child must repeat correctly and throw the ball back. Syllabic rows can be different: mi-ma-mu-me, pa-pya-pa, sa-sa-za, sha-sa ....

"Living syllables"

Three children memorize one syllable each and go behind the screen, and coming out from there, pronounce them; the rest of the guys determine which syllable was the first, second and third. Later, the syllables that make up the word are introduced into the games, for example, MASHI-NA, after naming the syllabic series, the children answer what happened, or find such a picture among others.

Games aimed at differentiating sounds

An adult gives pictures to a child. Pictures depicting a train, a girl, a bird and explains: “The train is buzzing oo-oo-oo-oo; the girl is crying ah-ah-ah-ah; the bird sings and-and-and-and". Then he pronounces each sound for a long time, and the child raises the corresponding picture.

Similarly, work is carried out to distinguish between consonant sounds.

"Find a place for your picture"

Target. Vocabulary activation, differentiation of various sounds.

Equipment. Pictures, in the name of which there are sounds [w] and [g].

Description of the game. The children are sitting at the tables. The teacher shows them pictures of a ball. The teacher says: “When air comes out of the ball, you can hear: sh-sh-sh-sh... I put this picture on the left side of the table.” Then he shows them a picture of a beetle and reminds them how the beetle buzzes: w-w-w-w...“I put this picture on the right side of the table. Now I will show and name the pictures, and you listen to which of them will have the sound [w] or [w] in the name. If you hear the sound [w], then the picture should be placed on the left, and if you hear the sound [g], then it should be placed on the right. The teacher shows how to complete the task, then calls the children in turn, who name the pictures shown.

Pictures must be selected so that the spoken sounds correspond to their spelling. You can not take such words where the sound [g] is at the end of the word or before a deaf consonant.

"Find your picture"

Target. Differentiation of sounds [l] - [p] in words.

Equipment. Pictures with the sound [l] or [r] in their names. For each sound, the same number of pictures are selected.

Description of the game. The teacher lays out the pictures with the pattern up, then distributes the children into two groups and tells them that one group will select pictures for the sound [l] and the other for [p]. Approaching your group

the child claps the palm of the person in front and stands at the end of the group, and the one who turns out to be the first goes after the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeating the game, you can slightly modify:

Games aimed at the formation of phonemic analysis and synthesis

"Catch the Sound"

Target. Learn to distinguish a sound from a number of other sounds.

Description of the game. Children sit in a circle. The teacher invites the children to clap their hands when they hear the sound [a]. Further different sounds are offered: A, P, U, A, K, A, etc. For complication, only vowel sounds can be suggested. Similarly, a game is played to highlight other sounds, both vowels and consonants.

Games for highlighting the first and last sound in a word, determining the place of a sound (beginning, middle, end)

"Fun Train"

Target. Learn to determine the location of the sound in the word.

Equipment: a toy train, pictures in the names of which there is a certain sound that occupies different positions in the word.

Description of the game. In front of the children there is a train with a steam locomotive and three cars in which toy passengers will travel, each in their own car: in the first - those in whose name the given sound is at the beginning of the word, in the second - in the middle of the word, in the third - at the end.

Games for determining the sequence of sounds in a word

Games aimed at determining the characteristics of sounds

"Colorful balls"

Target. Consolidation of differentiation of vowels and consonants, development of attention, speed of thinking. Equipment: red and blue balls. Description of the game. Red is a vowel. Blue - no. What's the sound? Give me an answer!

The teacher throws the ball to the children. The catcher calls a vowel sound if the ball is red, a consonant if the ball is blue, and throws the ball back to the teacher.

"Show the circle of the desired color"

Target. Strengthening the differentiation of vowels and consonants, Equipment: red and blue circles according to the number of children.

Description of the game. Each child is given a red and a blue circle. The teacher invites the children to listen to different sounds, and a blue circle is raised if they hear a consonant sound and a red one if they hear a vowel.

Description of the game. First option.

Similarly, games can be played to differentiate consonants by softness - hardness, sonority - loudness.

"Name your brother"

Target. Consolidation of ideas about hard and soft consonants. Equipment: ball. Description of the game. First option.

The speech therapist calls a solid consonant sound and throws the ball to one of the children. The child catches the ball, calls it a soft pair - "little brother" and throws the ball to the speech therapist. All children take part in the game. It is carried out at a fairly fast pace. If the child makes a mistake and gives the wrong answer, then the speech therapist himself calls the desired sound, and the child repeats it.

Thus, didactic games for the development of phonemic perception contribute to the successful mastering of the prerequisites for further mastering the norms of the native language by children, since the development of phonemic hearing and perception is of great importance for mastering the skills of reading and writing, positively affects the formation of the entire speech system of a preschooler, and also lays foundations for successful schooling. The task of a speech therapist is to arouse pupils' interest in the game, competently organize the game, providing an interested perception of the material being studied by children and involving them in mastering new knowledge, skills and abilities. .

Conclusion

In recent years, researchers often turn to the problem of phonemic perception in preschoolers. This is not accidental, because the development of reading and writing requires a clear correlation of sound and letter, clear auditory differentiations, and the ability to analyze the speech flow into constituent units. Consequently, a high level of development of phonemic perception is a prerequisite for the successful development of literacy in the future, especially for children with speech disorders.

Thus, without special corrective influence, the child will not learn to distinguish and recognize phonemes by ear, to analyze the sound-syllabic composition of words. The described phased complex of gaming exercises in the classroom contributes to a sufficient formation

phonemic perception. The practical application of such a system of didactic games significantly increases the level of readiness for schooling, prevents dysgraphia and dyslexia.

This essay will be useful to speech therapists, educators of speech groups and parents of preschoolers with OHP.

Bibliography

Altukhova N.G. Learn to hear sounds. - St. Petersburg, 1999.

Agranovich Z.E. To help speech therapists and parents. A collection of homework to overcome the underdevelopment of the phonemic side of speech in older preschoolers. - St. Petersburg, 2005

Aleksandrova T.V. Live sounds or phonetics for preschoolers - St. Petersburg. 2005.

Bondarenko A.K. Didactic games in kindergarten: Book. For

Vlasenko I.T. Chirkina G.V. Methods for examining speech in children. / I.T. Vlasenko, G.V. Chirkina - M., 1970.

Varentsova N.S., Kolesnikova E.V. The development of phonemic hearing in preschoolers. - M., 1997.

Gadasina L.Ya., Ivanovskaya O.G. Sounds of all trades: fifty speech therapy games. SPb. 2004.

Games in speech therapy work with children / ed. Seliversotov V.I. - M., 1981

Golubeva GG, Correction of violations of the phonetic side of speech in preschoolers - St. Petersburg. 2000.

Durova N.V. Phonemics. How to teach children to hear and pronounce sounds correctly / N.V. Durov. – M.: Mosaic-Synthesis.

Zhurova L.E., Elkonin D.B. To the question of the formation of phonemic perception in preschool children. Moscow: Education, 1963.

Maksakov A.I., Tumakova G.A. Learn by playing. - M., 1983.

Tkachenko T.A. If the child does not speak well. –SPb., 1997.

Tumakova G.A. Familiarization of preschoolers with the sounding word. - M., 1991.

Seliverstov V.I. Speech games with children. - M .: Vlados, 1994

Dictionary "Terms and concepts of speech therapy" // "Speech therapy" (Edited by L.S. Volkova)

Tumakova G.A. Familiarization of a preschooler with a sounding word / Ed. F. Sokhin. - M .: Mosaic-Synthesis, 2006.

Municipal Autonomous Preschool Educational Institution
"Kindergarten "Chamomile"
Logopedic project
Theme: "Little Literates"
Speech therapy games
in the development of phonemic hearing
in children 6 - 7 years old
Karavanova I. A.
teacher speech therapist
Soviet
Content:
Project passport ………………………………………………...3
Explanatory note ………………………………………………..4
Stages of the project …………………………………………………..7
Conclusion ………………………………………………..9
Applications …………………………………………………10
Project passport
Problem It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.


Full name Speech therapy project for the development of phonemic hearing in children 6-7 years old on the topic: "Little literates"
Project type Practice oriented
The goal of the project is to create conditions for the formation of phonemic hearing in children aged 6-7 through didactic games.
Educational areas Social and communicative development, speech development, safety, reading fiction, physical development
Project period 1 year
Expected results For children:
Perceive complex rhythms according to the verbal instructions of the teacher

Divide words into syllables
Differentiate sounds according to sonority - deafness, hardness - softness
Determine the position of a sound in a word

For teachers:
To enrich with knowledge and skills for carrying out work on the development of sound and sound-letter analysis and synthesis of words.
For parents:
Enrich, replenish knowledge of the practical material necessary for the development of phonemic hearing in children.
Project participants Children of the preparatory group "Kalinka", attending a speech therapy center; educators of the preparatory group, parents, children attending the logopoint.
Presentation of the project photo presentation at the parent meeting "We play"
Explanatory note
The speech therapy project "Little Literates" presents materials on the organization of joint activities of a speech therapist with children, educators and parents to develop phonemic hearing in children 6-7 years old.
Project relevance:
The problem of preparing children with phonemic hearing impairments for school has been studied for a long time, but even now it does not lose its relevance.
Despite the fact that in the special speech therapy literature the stages and sequence of the process of forming phonemic perception are covered in sufficient detail, the number of children with phonemic hearing impairment is constantly increasing.
The lack of a full-fledged perception of phonemes leads to the following disorders: the phonetic side of speech suffers, the syllabic structure, vocabulary, grammatical structure of speech, the formation of sound analysis and synthesis is impossible. Which in the future will lead to dyslexia and dysgraphia.
Problem:
It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.
The knowledge of even experienced teachers of mass groups on this problem is insufficient.
Parents do not always pay attention to the lack of formation of phonemic processes in children and do not see this as a problem.
In this regard, the project "Little Literates" was developed
Didactic games and exercises, joint work with teachers and parents will help to develop phonemic hearing.
Novelty
The novelty of the project is the inclusion of games and exercises for the development of rhythmic feeling.
It is quite difficult for children with phonemic disorders to perform tasks for the assessment and reproduction of rhythms. Even when playing rhythms consisting of one rest, they make mistakes. It is difficult for them to count the number of claps, blows, and then correctly reproduce them.
When memorizing poems, such children break the rhyme of the poem, as the rhythm and rhyme of the poetic form “slips” from them.
The development of a sense of rhythm is one of the prerequisites for the implementation of speech activity.
A well-developed sense of rhythm creates the prerequisites for further assimilation of the phonetic side of speech: the syllabic structure of the word, verbal and logical stress, the rhythmic organization of the speech-motor act.
The development of rhythm also prepares children to work on stress, intonation expressiveness of speech.
Games for the development of rhythmic feeling create the necessary basis for the development of phonemic perception, teach not only to hear, but also to listen, compare and evaluate sounds by the force of impact. This stage of work is very important in the development of phonemic hearing.
Objective of the project:
Creation of conditions for the formation of phonemic hearing in children 6-7 years old through didactic games.
Project objectives:
For kids:
Educational
To form the skills of perception and reproduction of simple and complex rhythms;
To teach to differentiate speech sounds by hardness - softness, sonority - deafness;
Teach syllable divisionIntroduce letters
Educational
Develop auditory perception;
Develop the skills of sound and sound-letter analysis and synthesis of words;
Educational
Cultivate perseverance, the ability to listen to comrades.
For teachers:
Training in special methods and techniques in conducting games and exercises for the development of auditory perception, phonemic hearing, the development of rhythmic feeling, speech breathing.
For parents:
Involving parents in corrective work with children with speech disorders
To acquaint parents with the use of speech games to develop phonemic hearing at home.
Expected result:
For kids:
Develop auditory perception
Formation of skills of perception of simple and complex rhythms
Differentiation of sounds by voicing - deafness, hardness-softness
Perform sound-letter analysis and synthesis of words
Divide words into syllables
Know the letters of the Russian alphabet.
For teachers:
Enrichment with the knowledge and skills necessary to carry out work on the development of auditory perception, phonemic hearing, performing sound and sound-letter analysis and word synthesis, rhythmic feeling and speech breathing.
For parents:
Enrichment, replenishment with knowledge and practical material necessary for the development of phonemic hearing in children.
Project recipients:
Children of the preparatory group "Kalinka", attending a speech therapy center, with a pedagogical diagnosis of FFNR, OHR level III
Group educators
Parents
Forms of work
Project stages:
Diagnostic stage
Responsible teacher-speech therapist (September 15 days) speech therapy examination of children of the preparatory group
collection of anamnestic data about the child
monitoring children
individual interviews with parents
survey of parents
Main (project implementation) stage (September-May)
It takes place during the academic year.
Responsible teacher-speech therapist.
Month Educational area Purpose
Work with children
September d\games "Guess what I'm doing"
“Guess where the woodpecker is knocking” “Attentive ears”
"Rhythm" The development of auditory perception, the development of a sense of rhythm,
October d\games "Letter Mosaic"
"Identify the sounds in the word"
“syllabic arithmetic”, “Look, don’t make a mistake!”, Highlighting the first stressed vowel in a word, getting to know letters, dividing words into syllables,
November d \ games "Guess the sounds in the word", "Find the syllable", "Look at the letters", "letter", Highlighting the last sound in the word, getting to know the letters,
december d \ games "Live sounds", "Letters are hidden", "Telegraphers", Position of sound in a word, acquaintance with letters, division of words into syllables
January d \ games "Find a sound house for a word", "Unravel the letters", "Identical-different", Syllabic cars", The position of sound in a word, acquaintance with letters, dividing words into syllables Differentiation of sounds by sonority-deafness, hardness-softness
february d\games “Collect the word”, “Letters are hidden”, “Delicious table”, “Syllabic chain”, “Guess what sounds are in the word?”, “Collect the word” Sound position in the word, acquaintance with letters, division of words into syllables Differentiation of sounds according to sonority-deafness, hardness-softness
March d \ games “Sounds go to visit”, “Letters are hidden”, “Flower shop”, “Rod”, “Vertolina”, “Name the sound” Position of sound in a word, acquaintance with letters, division of words into syllables Differentiation of sounds by sonority - deafness, hardness-softness
April d\games "Russell the words into houses", "Guess what our name is", "Collect the word", "Sound ball" The position of the sound in the word, familiarity with the letters, dividing words into syllables softness
May Final lesson, photo exhibitionWorking with teachers
september individual conversations about the peculiarities of the development and upbringing of children october Consultation: sound analysis of the word "To acquaint with the features of the formation of sound analysis in preschool children
November Master class “Developing the skill of sound-letter analysis Teaching special methods and techniques for performing sound analysis
November “Features of the development of phonemic hearing in children. Interaction of speech-motor and speech-auditory analyzers "Introduction to the features of the formation of phonemic hearing in preschoolers
Working with parents
September history taking, individual interviews Determining the structure of a speech defect
October Master class "Development of the skill of sound-letter analysis Training in special methods and techniques for performing sound analysis
January Consultation "Phonematic hearing is the basis of correct speech" Introduce parents to games that develop phonemic hearing
February School of Speech Development "Phonetics Lessons" Acquaintance with phonemes, training in sound-letter analysis
March Consultation "The most common mistakes adults make when teaching children to read at home" Teaching parents how to read at home
May Final lesson 3 Final stage
For kids
Compilation of the collective album "My favorite letter"
Individual notebooks "Little Literates"
For teachers
Card file did. games for the development of phonemic hearing
For parents
Photo presentation "We play"
Conclusion:
Formed phonemic processes in children
Teachers learned special methods of working on the development of phonemic hearing
Parents enriched and replenished their knowledge on the development of phonemic hearing in children.
Application No. 1
Work with children
A PERSPECTIVE PLAN OF DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC EAR FOR CHILDREN 6-7 YEARS OLD
Compiled by a speech pathologist
Karavanova Irina Anatolievna
No. Name of the game Didactic task Game material Literature
Preparatory stage
auditory development
1. "Guess what I'm doing"
Development of auditory perception A bunch of keys, water in a bottle, harmonica, newspaper Speech therapist shows objects and performs actions with them. Invites the children to turn away, performs an action with the object and invites the children to guess - what rattled, rustled?
2. "Guess where the woodpecker is knocking" Development of auditory perception, development of orientation in space Woodpecker toy, blindfold. Children with their eyes closed guess the direction of the woodpecker's knock.
3. "Attentive ears" To teach children to listen and understand the sounds of the world around them (birdsong, splashing water, wind noise, etc.) Audio cassette 4. "Tell me a word" Various verses familiar to children 5. "Who woke up Mishka?" To teach children to listen to surrounding sounds purposefully, perceive them and distinguish between Toy Bear L.F. Fomin since 18
6. "Rubbish" The development of auditory attention, to learn to determine which words make sense and which do not Sokolov's speech material
Vasiliev
From 25
7. "Find a pair" Exercise children in the selection of words that differ from each other in one sound. The disk is divided into 2 parts.
Subject pictures: scythe-goat, firewood-grass, reel-tub, fishing rod-duck, etc. Shvaiko
C 53
Rating and Playing Games
8. "Rhythm" Wooden sticks - one for each child The speech therapist slaps a simple rhythm with pauses and asks the child to repeat.
9. “Tap the rhythm on the picture” Teach children to slap the rhythm, observing the pauses between claps Cards with a rhythmic pattern The child slaps the rhythm on the card
10. “Names and rhythms” Teach children to slap the rhythm, observing the stressed syllable in the word, write down the rhythm pattern Flat pictures of boys and girls, chalk, board Shvaiko G.S.
11. “Guess our names by the rhythm” Exercise children to correlate the desired name with the rhythm scheme Planar pictures of boys and girls, rhythm schemes M.A. Mikhailov with 44
12. "Walk" Development of a sense of rhythm Musical hammers according to the number of players (instead of a hammer, you can use a tambourine, wooden spoons, etc.) M.A. Mikhailov from 45
13. “Identify a card by rhythm” Teach children to correctly find the right rhythmic pattern by slammed (or tapped rhythm) Cards with a depicted rhythmic pattern, children's musical instruments (drum or tambourine, musical hammer, etc.)
Chips-prizes of M.A.Mikhailov with 48
14. "Listen and repeat" Teach children to play the rhythm with two pauses Musical instruments (drum, tambourine, wooden spoons, etc.) The speech therapist slams the rhythm with 2 pauses and asks the child to repeat.
15. “Tap the rhythm” (“Morse code”) Reproduction of a rhythmic pattern according to verbal instructions Musical instruments The child, according to the verbal instructions of the speech therapist, slaps the rhythm that will be given to him through the verbal instruction
main stage
e / games for the formation of phonemic analysis and synthesis
16. “Define the sounds in the word” Teaching children the sound analysis of words Zhurova,
N.S. Varentsova from 16
17. "Guess the sounds in the word" The same Chips of three colors, stripes-schemes Speech therapist calls the word by sounds and the child guesses the word
18. "Live sounds" To consolidate the ability to conduct a sound analysis of words Chips of three colors, picture L.E. Zhurova, N.S. Varentsova p. 20
19. “Sounds come to visit” The ability to perform sound analysis of words from two sounds Schemes of the sound composition of words, chips for designating Sokolov’s sounds
Vasiliev
20. “Pick a word for the scheme” The ability to navigate in the sound structure of a word consisting of 3 sounds Schemes of the sound composition of words, subject pictures Children are given cards with sound schemes of words, the child must select a picture that matches the sound scheme
21. "Find a sound house for the word" The same Circle, divided into four parts. In the center of the circle, a sound scheme of the word 22 is drawn. “Let's build a pyramid” Exercise children in determining the number of sounds in words Drawing a pyramid of squares. Below are five squares, then four, three and two. Subject pictures consisting of 2 to 5 sounds (eg: mustache, catfish, porridge, bag) 23. "Collect the word" Determination of the first sound in words and composing words from the selected sounds (three or four) Cards with pasted pictures. On each card (for example: flour, aster, kolobok, poppy), a guessable word is pasted on the back of the card) The speech therapist calls the word by sounds: m-u-h-a
Note: at the beginning, words are composed of two, then three sounds, then words consisting of four sounds with open words, as the material is mastered, words with a confluence of consonants are introduced.
24. "Guess what's our name?" To consolidate the ability to determine the first sound in words and make words from the selected sounds (three to four), exercise in reading words from three to four letters A table depicting children: girls and boys (four to five). Above 4-5 long pockets for subject pictures, below - pockets for letters. Subject pictures and cards with letters. G.S.Shvaiko from 43
D / games and exercises to highlight a single sound in a word, determine the position of a sound in a word
25. “Find pictures that start with a sound ...” Exercise highlighting the first sound in a word Subject pictures 26. “Define the first sound in a word” Strengthen the ability to highlight the first sound in a word Cards with subject pictures on each card six images. The combination of items on the card may be different. Objects whose names begin with vowels.
Objects whose names begin with easy-to-pronounce consonants.
Pictures for whistling-hissing sounds: chips of different colors - red, blue, green; chips with the image of a ringing and crossed out bell (for differentiating voiced and deaf sounds). G.S.Shvaiko with 42
27. “Chain of words” Exercise children in determining the first and last sound in a word -onion)
G.S.Shvaiko with 44
28. “Find the place of sound in a word” Exercise children in the ability to find the same sound in the name of objects and determine the position of the sound in the word Cards with subject pictures, each card has three pictures with the same sound in the name, for example: poppy, stork, hand, but different position in the word
Chips-diagrams depicting the position of sound in a word by G.S. Shvaiko from 46
29. "Pick a word for the scheme"
1 option
Option 2 Exercise children in the ability to determine the position of a sound in a word; differentiation of whistling and hissing sounds in words
Same; exercise in independently inventing words with a given sound, focusing on the sound arrangement Cards with three sound arrangements in words (one cell is filled in at the beginning, end and middle of the scheme), subject pictures, in the name of which there are sounds “s” and “sh”
The same
G.S.Shvaiko with 46
G.S.Shvaiko with 47
30. "Who lives in the house?" Exercise children in selecting words with a certain sound, activate the dictionary on the topic “animals” Plane houses with four windows, in the attic there is a window for a letter; subject pictures depicting animals.
k- cat, goat, rabbit, kangaroo;
c- elephant, dog, magpie, fox;
z- hare, zebra, goat;
c- chicken, heron, chicken;
giraffe, crane, hedgehog. G.S.Shvaiko with 47
31 “Collect a bouquet” Exercise children in distinguishing a given sound in words, fix the name of the color Cards with vases. The vases contain stems, on the ends of which flower heads made of velvet paper are attached. The vases have pockets for letters. Multi-colored flowers cut out of paper. Flowers with sounds: c - blue, lilac, red, gray; l - blue, white, purple, green, yellow; p - red, pink, orange, lilac, gray
G.S.Shvaiko with 51
32. "Builders" To teach children to invent words with the sounds "r" and "r" Sheet of paper, felt-tip pen or blackboard and chalk Zhurova p. thirty
33. “Broken TV” To teach children to identify a vowel sound in the middle of a word by silent articulation Speech material: words consisting of three sounds (poppy, onion, smoke, juice, peace, etc.); chips with symbols of sounds or letters. A speech therapist declares himself an announcer. The TV sound is broken. Shows the articulation of vowels, and then pronounces short words, naming the first and last sounds, and the vowel - silent articulation.
34. “What vowel sound is hidden in the word” Teach children to identify the vowel sound in the middle of the word and correlate it with the letter The cards are divided into two parts. At the top of the card are objects that have one vowel sound in the middle of the word (moss, catfish, smoke); at the bottom is a place for letters, letters. The child is invited to look at the pictures, determine the vowel sound in the words and put a letter under each picture.
35. "Who is more?" Exercise children in inventing words for a given sound Chips, prizes Children come up with words for a given sound
Didactic games for differentiating sounds
36. "Tim and Tom" Exercise children in listening and pronunciation of hard and soft consonants Two plane pictures depicting little men in blue and green caps; subject pictures starting with paired consonant sounds in terms of hardness - softness (for example: p-p) Bugrimenko from 17
37. “Russell words into houses” Teach children to differentiate consonant hard and soft sounds Flat houses with four windows. On the attic window there are symbols of consonant hard and soft and soft sounds. Subject pictures, the names of which begin with paired consonant sounds in terms of hardness and softness Pictures with a certain sound are populated in the houses.
Note: this game can also be used when differentiating sounds by loudness-deafness. Symbols are inserted into the attic window in the houses, indicating sonority and deafness
38. "Pick a scheme for the word" To consolidate the ability to determine the position of the sound in the word Cards with the image of various objects that include the same sound, but in different positions (beginning, end and middle of the word); diagram cards depicting the position of sound in a word Cards with pictures at the top. In the lower part there is a place for laying out a strip diagram with the position of the sound
39. "Fishing rod" Exercise children in the differentiation of sounds .... subject pictures
fishing rod, symbolism of differentiable sounds Children use fishing rods to catch pictures with the desired sound
40. “Wonderful bag” The same Subject pictures, toys, wonderful bag, prize chips Taking toys out of the bag, children determine the first or last sound in the word.
41. "Who will pack things faster?" Exercise children in differentiating sounds s-sh A large map, in the middle of which two suitcases are depicted. Items of clothing are drawn in a circle, in the names of which there is a sound “s” or “sh”. Between objects - circles in an amount from one to four; chips of different colors, cube-square of different colors or with letters
"s" and "w" G.S. Shvaiko p 49
42. "Shop" Exercise children in the differentiation of sounds
"r" and "l" "s" and "w" Shelf cards, divided into two parts. In the upper part there is a place for goods (subject pictures) in the lower part for money. Money-paper cards with letters
"r", "m", "s", "w" G.S. Shvaiko with 50
43. "Vertolina" Differentiation of sounds in pronunciation Two circles fastened together in the center. On one, pictures with differentiable sounds are pasted; on the second, a triangle is cut out with Children, twisting the helix, call pictures44. "Sound ball" Differentiation of consonant sounds by hardness and softness Multi-colored ball 45. "Name a couple" Strengthen the ability to distinguish between paired hard and soft sounds Zhurov's ball with 48
Didactic games aimed at teaching syllabic analysis and synthesis of words
46. ​​"Telegraphers" To teach children to rhythmically clap two and three compound words with open syllables, to coordinate hand movements with speech Children clap words on the instructions of a speech therapist
47. "Living syllables"
48. "Let's build a pyramid" Exercise children in the ability to count the number of syllables in words, correctly name each syllable Pyramid of squares in three rows: down - three squares for three-syllable words, above - two squares for two-syllable words, at the top one square - for one-syllable words .
Subject pictures: catfish, beetle, crayfish, goat, vase, crow, etc. G.S. Shvaiko p 56
Note: This game can be used for various topics, such as birds, animals, transportation, etc.
49. “Flower shop” Exercise children in dividing words into syllables, activate the vocabulary on the topic flowers Subject pictures depicting flowers, which consist of two, three, four syllables; number cards "money" with two, three, four circles, typesetting canvas by G.S. Shvaiko with 57
50. "Let's plant flowers in a flower bed" Exercise children in the ability to divide words into syllables. Development of self-esteem The same G.S. Shvaiko with 58
51. "Delicious table" To teach children to invent words with a given number of syllables on a given topic, enriching vocabulary Chips - prizes G.S. Shvaiko with 58
52. “Find your house for the word” Exercise children to divide words into syllables Object pictures, syllable houses from one to four syllables 53. “Change the word” Teach children how to transform words by building up syllables Cards depicting any object at the bottom cards are drawn syllables in the form of squares. One square, two squares and three squares. 54.
"Split the Word"
To consolidate the ability to independently divide words into syllables (words of different syllabic structures) and name each syllable separately
Cards on which subject pictures are pasted in the upper part, at the bottom of the card under the pictures small pieces of Velcro are pasted for sticking cards of diagrams indicating the number of syllables; cards - schemes with the number of syllable squares (from one to four)
55. "Syllabic arithmetic" To develop the ability to perform syllabic analysis and synthesis, the development of mental activity, the enrichment and refinement of the dictionary. Speech material proposed by a speech therapist.
Chips are prizes. Sokolova
Vasiliev from 93
Note: unfamiliar words are clarified and explained during the game.
56. "Syllable chain" To consolidate the skill of dividing two, three, monosyllabic words. Subject pictures, in the name of which there are two, three and one syllables or toys. 57. "Look, make no mistake!" To teach children to invent words for a given syllable, enriching vocabulary. Chips are prizes. 58. "Find a syllable" To consolidate the ability to determine the first and last syllables in words, to develop attention. Object pictures, in the name of which there are two and three syllables.
Chips. 59. "Relay race" To teach children to invent words for a given number of syllables Prize chips 60. "Shop" To consolidate the ability to divide words into syllables of different syllabic structures and correctly name each syllable separately at the request of a speech therapist Toys, "money" with syllabic patterns (from one to four syllables) The speech therapist calls the syllable of the intended word, the children guess.
61. “Feed the animals” Strengthen the ability to divide words into syllables, consolidate knowledge about animal food Subject pictures depicting animals (you can toys), pictures depicting the food that these animals eat Didactic games for memorizing letters
62. Reading the fairy tale "Bukvograd" 63. "Letter mosaic" Development of visual perception, fixing the visual image of the letter Flat letters cut into 2-3 parts The speech therapist distributes the cut elements of the letters that need to be collected and called the letter.
64. "Assemble the letter" Consolidation of the visual image of the letter, the ability to assemble a holistic image from several elements Planar cut letters of large size, cut into two or three parts The speech therapist distributes the cut elements of the letters that need to be assembled and called the letter.
65. "Restore the broken letter" Development of visual perception, development of graphomotor skills, memorization of letters Cards on which letters with missing elements are drawn. Pencils Children recognize the letter and complete the desired element
66. “Techniques” The goal is the same See the game “Restore the broken letter” by S. Vasiliev p. 20
N.Sokolova
67. "Letter"
68. “Same-different” Learn to find common and different elements in two or three letters Cards with letters S. Vasilyeva p.
N.Sokolova69. “Unravel the letters” Development of visual perception, teaching children to see letters superimposed on each other and highlight them separately Cards with a graphic image of several letters superimposed on each other, the common elements of the letters should not coincide S. Vasilyeva with 19
N.Sokolova70. “Look at the letters” Development of visual perception, strengthening the ability to see letters superimposed on each other and having common elements of letters Cards with a graphic representation of letters superimposed on each other with the coincidence of common elements S. Vasilyeva with 19
N.Sokolova71. "Who has a better memory?" The development of visual perception, the prevention of optical dysgraphia, the development of memory A card with printed letters not in alphabetical order, pencils or a chip by S. Vasiliev c19
N.Sokolova72. “Cross out the wrong letter” Development of visual perception, skills Cards with the image of letters in the correct and distorted form Cross out the incorrect spelling of letters
73. “Raise the desired letter” Teach children to highlight the vowel sound in the middle of the word and correlate it with the letter A card with twelve squares, in the upper part of which are objects denoting monosyllabic words, in the lower part there are empty cells for laying out letters, letters, pencils 74. "Letters hid" Development of visual perception, the ability to see letters superimposed on each other N. Sokolova p. 26
Application №2
Working with teachers
Consultation for teachers
«PECULIARITIES OF THE DEVELOPMENT OF PHONEMATIC HEARING IN CHILDREN. INTERACTION OF SPEECH-MOTOR AND SPEECH-AUDITIONAL ANALYZERS»
Prepared by a speech pathologist
Karavanova I. A.
FEATURES OF THE DEVELOPMENT OF PHONEMATIC HEARING IN CHILDREN. INTERACTION OF SPEECH-MOTOR AND SPEECH-AUDITIONAL ANALYZERS
The formation of the pronunciation side of speech is a complex process during which the child learns to perceive the sounding speech addressed to him and control his speech organs for its reproduction.
With normal speech development, the child does not immediately master the normative pronunciation. The long way for a child to master the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce. When perceiving speech, the child hears many variants of sounds, which, merging into syllabic sequences, form continuous acoustic components. He needs to extract a phoneme from them, while abstracting himself from all the variants of the sound of the same phoneme and identifying it by those constant distinguishing features by which one is opposed to the other.
If the child does not learn to do this, he will not be able to distinguish one word from another and will not be able to recognize it as identical. In the process of speech development, a child develops phonemic hearing - this is the ability to recognize speech sounds in a speech stream, because. without it, according to N.I. Zhinkin, the generation (birth) of sounds is impossible.
At present, the problem of studying the features of the development of phonemic hearing in children remains insufficiently elucidated, although many research papers have been written about it not only by psychologists and linguists, but also by physiologists. The works of such researchers as N.Kh. Shvachkina, N.I. Zhinkina, A.N. Gvozdev, V.I. Beltyukova, D.B. Elkonina, L.E. Zhurova, A.N. Leontiev, M.I. Lisina and others. The data of these authors show that phonemic hearing is especially intensively formed during the early years. Considering the development of speech perception at an early age, N.I. Shvachkin in his work “The development of phonemic perception of speech at an early age”, distinguishes two stages in the development of phonemic hearing:
I. stage - prephonemic II. stage - phonemic
prephonemic stage
At the 3rd week, the newborn has a reaction to the voice.
By 4 months, the reaction to the voice and intonation of addressed speech.
By 5 months, the child catches the general rhythmic, melodic structure of the word.
At 9-10 months - a reaction to intonation and the meaning of some words. Since that time, the self-learning mechanism begins to work.
From the age of 11 months, the child distinguishes contrasting words ba-ba, pa-pa, ma-ma.
From 11-12 months, phonemic hearing begins to develop. At this time, phonemic hearing allows:
understand the speech of others;
imitate others;
to establish a connection between a word and an object.
Phonemic stage
By the age of 2, the child differentiates all the sounds of speech only by ear, understands well the speech of an adult addressed to him.
By the age of 5-6, children already differentiate all sounds both by ear and in pronunciation.
Research N.Kh. Shvachkin is confirmed by literary sources and other authors (M.I. Lisina, E.O. Smirnova, V.V. Vetrova, etc.)
In parallel with phonemic hearing, which carries out the operations of distinguishing and recognizing phonemes, phonetic hearing develops, which carries out "tracking the continuous flow of syllables." Phonemic and phonetic hearing together constitute speech hearing, which carries out not only the reception and evaluation of someone else's speech, but also control over one's own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation, which can only be carried out with coordinated work between the mechanisms of auditory control and reception, on the one hand, and control of speech movements, on the other.
The functional unity of speech perception and speech production is mentioned in the works of N.I. Zhinkin, N.Kh. Shvachkina, V.I. Beltyukova, A.A. Leontiev and others.
Back in the period of the birth of phonological theory, the prominent linguist Baudouin de Courtenay pointed out that the structure of a phoneme is determined by both acoustic and motor components.
Exploring the patterns of development of children's speech, A.N. Gvozdev notes that the general course of a child’s assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres: “The auditory sphere is leading in the sense that, thanks to the early development of hearing, the child learns to distinguish various phonetic elements by ear; their precise auditory representations become the regulator for producing them in his own pronunciation. But for their appearance in the speech of the child himself, in addition to auditory representations, articulation skills are also needed ... These skills are developed later, and with their development, sound elements freely enter into the child's own speech. From this side, the development of the motor sphere turns out to be decisive for the entire course of assimilation of the phonetic side of the native language. A.N. V.I. Beltyukov comes to the conclusion that in children suffering from speech deficiencies, phonemic hearing is under a certain influence of these shortcomings: sounds that are not divided in pronunciation differentiate by ear worse than divided ones. The dependence of the development of phonemic hearing on the activity of the speech motor analyzer is shown in the studies of V.K. Orfinskaya. Studying children with motor aphasia, she revealed in some of them selective disorders of the phonemic system, manifested in difficulties in finding individual articulatory positions, in others - selective disorders of phonemic analysis and synthesis, expressed in difficulties when switching from one articulatory posture to another, in perseveration phonemes. A.R. Luria pointed out that the process of forming the perception of sounds and speech hearing is carried out with the closest participation of the articulatory apparatus and only in the process of active articular experience acquires its complete character.
Deviations in the development of speech-auditory and speech-motor analyzers that arose before the beginning of the formation of speech or even during its formation entail certain deviations in speech development (Beltiukov, Shvachkin, etc.)
First of all, this is manifested in the formation of a sound, phonetic system.
At the same time, the greater the violation of the speech-auditory analyzer, the stronger the unformedness of the sound-producing system.
Thus, scientists believe that the perception of speech sounds and their pronunciation are two interrelated and interdependent processes that clarify and complement each other.
Conclusion:
Phonemic awareness develops by the age of 2 years.
Phonemic hearing is ahead of expressive speech, i.e. hearing is formed first, then understanding, and then expressive speech.
Phonemic hearing is the factor that brings the incorrect pronunciation of sound to the norm, that is, it adjusts the organs of articulation to the desired position.
The interaction of the speech-motor and speech-auditory analyzer is two interrelated and interdependent processes that clarify and complement each other.
The stronger the violation of the speech-auditory analyzer, the stronger the unformedness of the sound-producing system.

Consultation of teachers
"IMPACT OF PHONEMATIC HEARING ON SCHOOL EDUCATION"
teacher speech therapist
Karavanova I. A.
IMPACT OF PHONEMATIC HEARING ON SCHOOL LEARNING
The readiness of the child to study at school largely depends on the level of formation of the phonemic side of speech. Most children with normal development by the time they study at school already fully master the sound side of speech and the formation of phonemic processes. However, a certain part of the children entering school have pronounced speech deficiencies, which affect not only the pronunciation side, but also the auditory differentiation of phonemes. A sign of phonemic underdevelopment in children is the incompleteness of the process of formation of sounds that differ in subtle, articulatory and acoustic features. These include whistling - hissing sounds, voiced - deaf, hard - soft, sonoras, explosive and fricative sounds.
With phonemic underdevelopment, a number of features of the pronunciation of sounds are found. These difficulties are manifested in children in replacing one sound with another, simpler in articulation. So, for example, the sound "m" is replaced by the sound "s". Or mixing sounds in speech. In some cases, the child uses sounds correctly; in others, he substitutes them, for example, he says: "The koska has a fluffy tail."
The underdevelopment of phonemic hearing negatively affects the formation of children's readiness for sound analysis and synthesis of words. Due to the lag in the development of phonemic hearing, his vocabulary is not replenished with those words that include hard-to-pronounce sounds. For the same reason, the grammatical structure of speech is not formed to the required degree.
With the underdevelopment of phonemic hearing, many prepositions and unstressed word endings remain elusive for the child. Due to the underdevelopment of phonemic hearing and perception, it will necessarily entail a violation of writing at school.
We find confirmation of this in the works of the authors: R.E. Levina "Impaired writing in children", T.G. Egorova "Essays on the psychology of teaching children to read and write", etc.
So A.F. Spirova cites interesting data indicating that students with phonemic hearing impairments, on average, make 2-5 times more mistakes than students with normal speech.
For example, I.N. Sadovnikova identifies a group of specific errors (that is, not related to the use of spelling rules):
errors of phonemic perception;
sound analysis errors;
Errors in phonemic perception
The errors are based on the difficulties of differentiating phonemes that have acoustic and articulatory similarities.
In oral speech, the non-differentiation of phonemes leads to substitutions and mixtures of sounds; in writing, a mixture of letters appears. The most common errors relate to whistling and hissing, voiced and deaf, hard and soft, sonors, affricates.
Sound analysis errors
D.B. Elkonin defined sound analysis as an action to establish the sequence of the number of sounds in a word (recognition of a sound among other phonemes and isolating its word in its initial position, as well as a complete sound analysis of a word).
The unformed actions of sound analysis are manifested in writing in the form of skipping, rearranging, inserting letters or syllables.
Thus, it is very important for the successful acquisition of literacy at school in a child at preschool age to eliminate the underdevelopment of phonemic hearing and perception.
Conclusion:
Gross violations of phonemic hearing lead to the fact that the main semantic distinguishing features of the phoneme (hardness - softness, sonority - deafness) suffer, the child does not differentiate sounds, words, hence the vocabulary, the grammatical structure of speech suffer.
The need for early correction of speech disorders in children associated with underdevelopment of phonemic processes before entering school.
Master class for educators
"Development of the skill of sound-letter analysis in children of senior preschool age"
Material prepared
teacher speech therapist:
Karavanova I. A
Soviet
Slide #1
Master class for educators
"Development of the skill of sound analysis in children of senior preschool age"
Introductory part:
The sound side of speech early becomes the subject of the child's attention. He notices the pronunciation of other people, gives examples of incorrect pronunciation, notices the difference in individual words. However, he cannot independently decompose words into sounds. This task must be solved in literacy classes and purposefully developed in children the ability to be able to produce sound (phonemic) analysis.
In the studies of F. A. Sokhin, L. E. Zhurova and their students, a sequence was developed for the formation of orientation in children in the sound form of a word.
Acquaintance of children with the sound side of the word begins even in the younger and middle groups, when, in the process of educating the sound culture of speech in exercises and speech games, they learn to pronounce sounds clearly and distinctly, listen to the sound of words, distinguish between similar and different words by ear (goat-braid ), pronounce them with different voice power and at different tempos. Children are taught to listen to the sound of poetry, to rhyming words, to notice common sounds. In the course of systematic work, children gradually master the meaning of the word sound. All this allows you to draw the attention of children to the sound form of the word. This work continues in the older groups. For this, a variety of methodological techniques are used, aimed at isolating sound and understanding its semantic role:
pronunciation of a word with intonational sound emphasis (ZhZhZhZhuk, koshshshka, etc.);
listening to the sound of different words (long and short), invite children to measure the length of the word with their palms. when pronouncing the word, the child spreads his palms folded to each other and pronounces the word, for the word "cat" - the palms are slightly apart, which means the word SHORT, and for the word "tortoise" - the palms are spread apart widely from each other, which means the word LONG;
highlighting frequently repeated sounds in a poem. For example:
Sleep peacefully Sonya, Sanya,
Dog and cat sniffle in a dream
catfish falls asleep with a mustache
Owls sleep on a bitch
comparison of synonymous words (the meaning of the words is close, but the sound is different: doctor-doctor);
comparison of polysemantic words - homonyms (needle, key, etc.)
All this helps and prepares the child for the formation of ideas about the word as a unit of language and is the basis for subsequent learning to analyze its sound structure.
Slides №2,3,4
In children with speech disorders, due to objective reasons, by the age of 6, a conscious attitude to the sound side of the language is unformed. Therefore, corrective work to move the child's attention from the meaning of speech to its sound composition is important.
At senior preschool age, the task is to develop in children the ability to produce sound (phonemic) analysis.
Slides №5,6,7,8,9,10
Sound analysis is the sequential selection of individual sounds in a word, determining the order of sound in a word, distinguishing sounds according to their qualitative characteristics (vowel-consonant, hard-soft consonant).
The ability to distinguish sounds in a word is necessary for:
Learning to read
Literate writing at school
Mother tongue studies
Slide #11
Before teaching children sound analysis, it is necessary to beat the fairy tale "Turnip" in order to consolidate the idea of ​​​​the formation of an ordinal series, of the place of each object in relation to others. Who is the first, who is the second, etc. work out synonyms with the children: “first” - “at the beginning”, “last - at the end”, “middle”. Slide No. 12,13
At the first stage of work on teaching sound analysis, cards with a picture of the word being parsed and the sound scheme of the word (the number of cells of sounds) are used. At the beginning, gray chips are used to highlight sounds, and then red chips are introduced to highlight vowel sounds.
Slide №14,15,16
When getting acquainted with hard consonants and soft consonants, it is recommended to sound analysis of two words “Moon” and “Fox” at the same time, where the semantic-distinctive function of consonant sounds is shown. In the word "Moon" the first sound "L" is a hard consonant (blue chip), and in the word "Fox" the first sound "L" is a soft consonant (green chip). Slide No. 17
Various objects can serve as material for sound analysis: these are chips of red, blue and green colors, paper clips, magnets, pebbles, buttons, pencils, clothespins, mosaics and various other objects of red, blue and green colors.
Slide #18
First, words consisting of two or three sounds are used, then words of four and five sounds are introduced, depending on the level of the child.
It is not recommended to move on to the sound analysis of complex words without mastering simple words (3-4 sounds)
Once you have mastered the material of the previous lessons, move on to the next lessons.
Application No. 3
Working with parents
School of Speech Development
"PHONETICS LESSONS"
Tasks:
Teaching parents the skills of sound-letter word analysis
Raise the level of teachers on the methodology for conducting sound-letter analysis of words
Lesson #1 Speech Sounds
Theoretical part
The word "phonetics" comes from the Greek phone - "sound". The science of phonetics studies the sounds of a language - their formation, functions, their behavior in speech.
The sound of speech is an articulate element of spoken speech, formed by the speech organs (lips, tongue, vocal cords). This is the shortest sound unit pronounced in one articulation. Sounds add up to words. We distinguish one word from another because they are made up of different sounds. A word can differ in just one - a single sound, but have a different meaning. Compare house and smoke, cat and whale. This is the main function of sounds - to distinguish one word from another. The sounds that help distinguish words are called "phonemes". For example, take the word HOUSE. Replace the first sound in it. What word can be in it? Scrap, com, catfish, volume and others. And now replace the second sound in the word HOUSE. What will come of it? Smoke ladies. Let's try to replace the last sound as well. How many words did you get? Don, dol, doc, dot.
Thus, we change only one sound, but we get another word. And each of the sounds helps to distinguish words by meaning. Sounds have a meaningful function.
In Russian, phonemes are consonants and vowels.
To convey the exact sound of the word, they use special icons in square brackets - phonetic transcription.
Example: the word "garden" sounds like "sat", the word "water" like "vada".
Practical part
Games and exercises with phonemes for adults
"remove one phoneme"
Take out one phoneme from each word. Do this so that the remaining phonemes form a new word. Like this: a handful of guest, regiment, relish, paint, slope, screen, trouble, warmth.
"add a phoneme"
Add one phoneme to each word to make a new word like this: scarf. Cutting, gift, table, treasure, paw, mustache, vinegar.
"replace the phoneme"
In the proposed words, replace one phoneme with another to get a new word. Like this: walrus cake. Bun, paw, teeth, pussy, sand, jackdaw, eagle, mink, wedge, melancholy, light, log, frame. Lesson number 2 Vowels and consonants
What are speech sounds? To answer this question, let's look at the diagram:
Speech sounds
Vowels Sonorants Consonants
Drums
Noisy Hard-softUnstressed Voiced-dumb Why are sounds divided in this way? Why do scientists single out vowels and consonants, and consonants are divided into sonorous and noisy, and the latter, moreover, into voiced and deaf?
This division is largely determined by the presence of voice and noise in speech sounds.
When sounds are formed in the human larynx, a tone is formed. Tone is a musical sound. In other words, voice.
The sounds of a language can only consist of a tone - of a voice. They don't make any noise at all. Then they are called vowels.
And they can consist of noise or noise with a voice. Then they are called consonants. Vowels are mouth openers. The louder we pronounce them, the wider we open our mouth.
Consonant rtosmykaeli. Schematically, this can be represented as shown in the diagram.
Vowel sounds
Consonant sounds Voice Sonorant Voiced noisy Noisy deaf
Voice and noise
Voice and noise Noise
Common Adult Mistakes
It happens that during classes on the pronunciation of sounds, an adult offers the child to come up with words for some letter. For example, for the letter B. for a child who is not yet able to read, the task is not formulated correctly. After all, a letter is a written sign. To come up with a word for any letter, you need to imagine how it is spelled. Therefore, it is better to ask them to come up with words that begin with some sound. But then it is the sound that should appear in the task, and not the alphabetic name of the letter. If you want to hear from a child words for the sound "B", then you need to pronounce the sound clearly and briefly, without any vowel "additives" like "E".
Lesson #3 Hard and soft consonants
All sounds in Russian are divided into hard and soft consonants. How do they differ from each other?
Is it possible to feel by touch whether a consonant is hard or soft? Of course not, because these names are conditional. Soft is the one in the formation of which the back of the tongue additionally rises to the palate. The passage through which the air flows narrows, and a sound called soft is obtained.
Most hard and soft consonants form pairs. (Mr.).
But there are sounds - loners who do not have a pair. The sounds c, sh, w are hard, the sounds d, h, u are soft.
adult mistakes
Sometimes you can hear how an adult asks a child: “What sound does the word“ whale ”begin with? and immediately answers: “Remember: from the sound“ K ”. this is mistake. In the word whale, a soft ky is clearly heard.
It is important to teach the child to distinguish between hard and soft consonants.
Questionnaires
Questionnaire for parents whose children attend a speech therapy center.

Name of the child ______________________ ________________________________
Date and year of birth ____________________________________________
Home address and phone number of mother _____________________________
Place of her work, profession, work phone _____________________
Father's name _________________________________________________________
Place of his work, profession ___________________________________
work phone _______________________
Do you notice difficulties in your child's speech? Which? __________
__
What is your attitude to the difficulties in the speech of your child? ________
_______________________________________________________________

Data on the course of speech development
When did your child start babbling? __________________
Your child's first words: _________________________________
Your child's simplest phrases: ______________________________________
Expanded speech of your child: ____________________________________
What preschool did the child attend? __________________________
QUESTIONNAIRE
one . . What activities in kindergarten do your child not like? Why?
________________________________________________________________
____________________________________________________________________________________________
2 What activities does your child like? ____________________________
_________________________________________________________________________
3. Has the child's initial attitude to learning in a speech therapy group changed? In which direction? What contributed to these changes? ____________________________________________________
____________________________________________
4. What can you say about your child's speech at the beginning of the school year?
Sound pronunciation ______________________________________________
Vocabulary __________________________________________________________
The grammatical structure of speech (the ability to build a phrase) __ ___________________
________________________________________________________________
5. What shifts are observed now?
In sound pronunciation and speech development: _____________________
________________________________________________________________
In preparation for literacy: _______________________________
6. Are you satisfied with the work of a speech therapist? If not, then what? ______________________________________________________
In frontal and individual lessons: ______________________
_______________________________________________________________
Consulting work with parents: ____________________________
_______________________________________________________________
The relationship of a speech therapist (educator) with parents? _________________
_______________________________________________________________
Conducting open classes, parent meetings:
_______________________________________________________________
7. Has your attitude towards the speech therapy group changed?
_______________________________________________________________
8. Your comments, suggestions, suggestions for working with your child at the logopoint: _____________________________________________
Consultations
for parents
The most common mistakes
allowed by adults when teaching children to read
at home
The basis of learning to read is not a letter, but a SOUND. Before showing the child a new letter, for example M, you should teach him to hear the sound [m] in syllables, words. At home, both sounds and the letters corresponding to them should be called the same - i.e. the way the sound sounds. Take, for example, the sound [m]. We pronounce it abruptly: M! And the letter M must be called the same: M! No way EM! Speaking EM, we pronounce two sounds - [e] and [m]. This circumstance only disorientates children. And one more thing: please do not mix the concepts of SOUND and LETTER when teaching a child to read.
The second gross mistake is teaching letter-by-letter reading, i.e. the child first calls the letters of the syllable: M! BUT! - and only after that he reads the syllable itself: MA. This habit of misreading is very persistent and is corrected with great difficulty. Correct reading is reading in syllables (of course, at the initial stage). And let at the beginning of training, the child reads (pulls) the first letter of the syllable for an arbitrarily long time until he figure out which letter is next: MMMA. (At the same time, the child translates the pointer from letter to letter.) If only he did not stop after the first letter! If only he read the letters of the syllable together!
Prepared by a speech pathologist
Karavanova I.A.
How to help a child
if he forgets, confuses, writes letters incorrectly?
Does your child distinguish between the concepts of "left", "right"? The child must be able to perform tasks correctly: show your right ear, tell what you see to your left, etc. If a child writes letters in the wrong direction, most often this is a consequence of unformed concepts of “right”, “left”.
Does your child know how to put together pictures from 6 blocks? (If it is difficult, this is a consequence of the underdevelopment of visual-spatial analysis and synthesis.) Very useful for the development of spatial representations and visual perception of the game with various "constructors" and "builders".
To make it easier for a child to memorize letters, the following techniques are recommended:
Large letters coloring;
Sculpting letters from plasticine by a child;
Cutting a letter along a contour drawn by an adult;
"Writing" with wide gestures of all the studied letters in the air;
Comparison of a letter and its elements with familiar objects, other letters;
Stroke by a child of letters written by an adult;
Writing a letter along a contour drawn by an adult;
Writing a letter according to the reference points set by an adult.
Prepared by a speech pathologist
Karavanova I.A.

Miraculous Pouch
Fold toys of various shapes into any rag bag: a ball, a cube, a car, rings, a pyramid, etc. Invite the child to put his hand into the bag and find a round object (square, triangular) by touch. Questions: What did you get? What shape does your subject look like? What color is the object? Get the child to talk about the subject as much as possible. First help the child, then let him tell everything on his own.
Can ride or not
Offer the child a box with pictures depicting vehicles, as well as other objects that have the sound “s” in the name: a sled, an airplane, a scooter, a bus, a trolleybus, a table, a chair, a boot, etc. The child takes turns taking one picture out of the box, names the depicted object and says whether it can be ridden or not. Make sure the children pronounce the words correctly.
Rain
Tell your child that when it rains, raindrops hit the roof. Pronounces "drip-drip-drip" at a moderate pace. And when the rain is just starting, its drops rarely fall and knock differently (pronounces “drip ... drip” slowly, stretching a little, with pauses). If it rains heavily, then the drops knock on the roof like this: “drip-drip-drip” (says at an accelerated pace). The adult offers to determine by ear what kind of rain it is and says “drip-drip-drip” at a different pace. Make sure that the child is attentive and accurately determines the speed of pronouncing the sound combination by ear. And then he correctly reproduced these sound combinations independently at a given tempo.
Prepared by a speech pathologist
Karavanova I.A.
9. Classes should be short, not cause fatigue, satiety. It is advisable to inform the child about what tasks he will perform tomorrow.
10. Call all consonants like sounds. For example, not
[ve] or [em], and [v] or [m].
11. Do not rush to the next task if you are not sure that the child has learned the material of the previous one.
12. It is necessary to support the child's desire to study, to stimulate him to further work, to encourage success, to teach him to overcome difficulties.
We wish you success!
REMINDER FOR PARENTS
“When dealing with a child, remember…..”

Dear parents!
The success of speech therapy work to a large extent depends on the participation of parents in the process of overcoming a speech defect. When organizing classes with a child on the instructions of a speech therapist at home, remember:
1. To consolidate the results of speech therapy, your children need constant homework.
2. Classes should be regular, entertaining, not in any way compulsory, not turn into additional study hours.
3. Classes can be held during walks, trips. But some types of activities require a mandatory calm business environment, as well as the absence of distractions.
4. Class time (15 - 20 minutes) should be fixed in the daily routine. The constant time of classes disciplines the child, helps the assimilation of educational material.
5. It is necessary to determine who exactly from the adult environment of the child will work with him on the instructions of the speech therapist; it is necessary to develop uniform requirements that will be presented to the child.
6. Upon receiving the task, carefully read its content, make sure that you understand it. In case of difficulty, consult with a teacher or speech therapist.
7. Pick up the visual or game material that you need for class. Think about what material you can make together with your child.
8. It is necessary to teach the child to independently complete tasks. You should not rush to show how to complete the task, even if the child is upset by the failure. Assistance to the child should be timely and reasonable.
Consultation for teachers and parents
"SOUND ANALYSIS OF THE WORD"
Karavanova I. A.
teacher speech therapist
Sound analysis of words
We are surrounded by a world full of different amazing sounds. Everything we hear and everything we say are sounds. It is very important that the child is guided in the sound structure of speech. This is necessary for teaching reading, literate writing at school, for learning the native language.
Sound analysis is:
- determining the order of sounds in a word;
- selection of individual sounds;
- distinguishing sounds according to their qualitative characteristics (vowel - consonant, hard - soft).
During classes, the child listens to words and sounds, determines the place of sound in a word, distinguishes hard and soft consonant sounds by ear, selects words for a given sound.
Then the children get acquainted with the materialized models of words (schemes). Here they learn to isolate all the sounds in a word in order and model words.
In the process of learning, children consistently master the analysis of increasingly complex words. They learn to listen to the sounds of speech, distinguish between stressed and unstressed vowels, compare words according to sound patterns, find similarities and differences, etc.
With the help of entertaining moments, try to maintain a strong interest in classes, a desire to learn new things and acquire knowledge and skills. A child can make word schemes not only with the help of cards, but also with the help of small buttons, toys of the appropriate colors, which contributes to the development of finger muscles (fine motor skills). An additional load on the small muscles if the buttons are stored in a transparent bottle or jar with a screw cap, which the baby needs to open or close on his own.
Multi-colored tokens develop and strengthen memory, train finger muscles.
It is not recommended to move on to the sound analysis of complex words without mastering simple words. Once you have mastered the material of the previous lessons, move on to the next lessons. Having completed all the exercises on all topics, the child begins to read in whole words, which makes it easier for him to perceive the lexical meaning of the word and contributes to the development of speech.
Conventions for the schematic performance of sound analysis of words:
hard consonant
soft consonant
vowel
Remember!
Always soft sounds: H, W, Y
Always solid sounds: W, F, C
The letters b, b do not give sounds.
An example of a sound scheme for a word:
FLY KETTLE PHONE

How to perform sound analysis
This flower is called poppy. Repeat this word.
MMMAK - tell me how I am. What is the first sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it under the picture.
MAAAK - tell me how I am. What sound do you hear after M? What is this sound? Take the token that represents the vowel sound and place it after the M.
MAK (the sound K is emphasized) - what is the last sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it after the A sound.
- Name all the sounds in the word MAK in order.
- Where is the sound A: at the beginning, end or middle of a word?
What is the first sound in the word MAC? What is the final sound in this word?
- Name the vowel sound in the word.
Name the consonant sounds in the word.
How many sounds are in the word MAK
Literature
Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children - St. Petersburg: Childhood - Press, 2000.
Vasilyeva S.A., Sokolova N.V. Speech therapy games for preschoolers - M: School - Press, 1999.
Kozyreva L.M. The development of speech. Children from birth to 5 years old Yaroslavl: Academy of Development, Academy Holding, 2001.
Kolesnikova E.V. The development of sound - letter analysis in children 5-6 years old. Scenarios of educational and gaming sessions for the workbook "From A to Z" - M: Yuventa 2001 .;
Special course: “Teaching preschoolers to read and write” / L.E. Zhurova, N.S. Varentsova and others / Ed. N.V.Durova.-M.: A.P.O. 1994
Filicheva T.B., Chirkina G.V., Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 hours. Part 1.2. - M: Alpha Publishing House, 1993.
Shvaiko G.S., Games and game exercises for speech development: A book for kindergarten teachers: From work experience. Ed. V.V. Heraldic - 2nd edition corrected. - M: Enlightenment, 1998.
Yashina V.I. Studying the level of speech readiness of children for schooling / Special course: Diagnosis of children's readiness for schooling. M .: Association "Professional Education" 1994

Logopedic project

Topic: "The system of didactic games and game techniques aimed at developing phonemic perception in children with ONR"

Completed:

Zamkova O.M. - teacher-speech therapist of the highest qualification category MOUSOSH No. 1s. Novoselitskoye

1. The relevance of this topic

This work is devoted to the problem of the formation of phonemic perception in children with OHP of preschool age through the system

didactic games and game techniques.

The topic is relevant both for speech therapy and pedagogy in general, since the level of formation of phonemic representation in

child depends on their further assimilation of literacy.

Full speech of the child is an indispensable condition for his

successful schooling. Therefore, it is very important to eliminate all the shortcomings of speech in preschool age. Most children with speech

pathology have difficulty in auditory differentiation of sounds

speech due to the underdevelopment of phonemic perception.

The problem of the development of phonemic perception is especially acute during the period of preparing the child for schooling, i.e. at senior preschool age, when without a formed phonemic perception it is impossible to successfully master literacy and writing skills.

“Among the methods for correcting speech therapy disorders in preschoolers, didactic games and game techniques have proven themselves on the positive side in terms of effectiveness, and therefore a speech therapist needs to widely use games in correctional work” (V.I. Seliverstov).

Phonetic and phonemic underdevelopment is a violation of the processes 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 with intact physical hearing and intelligence.

Thus, in order to improve efficiency correctional work on the formation of phonemic perception in preschoolers with OHP it is necessary to widely use the system of didactic games and game techniques.

Target abstract - to describe the system of didactic games and game techniques aimed at the formation of phonemic perception in

children used in speech therapy.

The system of didactic games and game techniques aimed at developing phonemic perception in preschoolers

The role of didactic play in the development of a child's speech

Didactic game is the link between the game and learning.

For a child, it is a game, and for an adult, it is one of the ways of learning. The essence of the didactic game lies in the fact that children solve mental problems proposed to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one, which increases his mental activity.(A.K. Bondarenko).

The didactic game has a certain structure that distinguishes it from other types of games and exercises. Structure is the main elements that characterize the game as a form of learning and game activity at the same time.

The following structural components of the didactic game are distinguished:

didactic task;

game task;

game actions;

rules of the game;

result (summarizing).

In modern speech therapy, a didactic game is created by a teacher specifically for educational purposes, when learning proceeds on the basis of a game and didactic task. In the didactic game, the child not only acquires new knowledge, but also generalizes and reinforces it. A didactic game acts simultaneously as a type of game activity and a form of organizing interaction between a speech therapist and a child.

In the creation of a modern system of didactic games that contribute to the development of speech, great merit belongs to E.I. Tiheeva. She claims that speech is an invariable companion of all the actions of the child; the word must reinforce every effective habit acquired by the child. The manifestations of the child's speech come out most clearly in play and through play.

In word games, A.K. Bondarenko, the child learns to describe objects, to guess from the description, according to signs of similarity and difference, to group objects according to various properties, signs, to find alogisms in judgments, to invent stories on their own.

Game actions in word games form auditory attention, the ability to listen to sounds; encourage repeated repetition of the same sound combination, which exercises the correct pronunciation of sounds and words.

Thus, the use of didactic games in the work of a speech therapist contributes both to the development of children's speech activity and to an increase in the effectiveness of correctional work.

2. Development of phonemic perception in the development of speech of preschool children

Phonemic perception is the ability to catch and distinguish by ear the sounds (phonemes) of the native language, as well as to understand the meaning of various combinations of sounds in words, phrases, texts. Speech hearing helps to differentiate human speech in terms of volume, speed, timbre, and intonation. Children with impaired phonemic perception often distort in speech those sounds that they know how to pronounce correctly. The reason for incorrect speech lies not in the unwillingness of the child to speak correctly, but in the shortcomings of phonemic perception. For children with underdevelopment of phonemic perception, violations of the sound and syllabic structures of the word (omission, insertion, rearrangement, repetition of sounds and syllables) are also characteristic. With the help of developing articulation skills, only a minimal effect can be achieved, and moreover, a temporary one. Phonemic perception is the most important stimulus for the formation of normalized pronunciation. A stable correction of pronunciation can be guaranteed only with the advanced formation of phonemic perception. There is no doubt the connection between phonemic and lexico-grammatical representations. With systematic work on the development of phonemic perception, children perceive and distinguish much better: word endings, prefixes in single-root words, common suffixes, prepositions when consonants come together, etc. In addition, without a sufficient formation of phonemic perception, the formation of phonemic processes that are formed on its basis is impossible: the formation of full-fledged phonemic representations, phonemic analysis and synthesis. In turn, without long-term special exercises on the formation of sound analysis and synthesis skills, children do not master literate reading and writing. Children with impaired phonemic perception do not do well at school with the sound analysis of words, which leads to difficulties in reading and to gross violations of writing (omissions, rearrangement, replacement of letters) and is the reason for their poor progress. Work on the development of phonemic perception is of great importance for mastering the correct sound pronunciation and for the further successful education of children at school. It leads the child to a complete analysis of the sound composition of the word, which is necessary for teaching literacy. A child with good phonemic perception, even if there is a violation of sound pronunciation, that is, if he cannot pronounce a sound correctly, recognizes it correctly in someone else's speech, associates it with the corresponding letter, and does not make mistakes in writing.

3. Stages in the work on the formation of phonemic perception

The development of phonemic perception is carried out at all stages of work with children and is carried out in a playful way, in frontal, subgroup and individual classes.

This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of a given language. In parallel with the very first classes, work is carried out to develop auditory attention and auditory memory, which allows achieving the most effective and accelerated results in the development of phonemic perception. This is very important, since the inability to listen to the speech of others is often one of the causes of incorrect sound pronunciation.

In the work on the formation of phonemic perception, the following stages can be distinguished:

1st stage - recognition of non-speech. At this stage, in the process of special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes.

2nd stage - the difference in pitch, strength, timbre of the voice on the material of the same sounds, words, phrases (these are games like “Tell me how I am”, “How words differ: rhymes, changes in sound complex in height and strength”, etc.).During this stage, preschoolers learn to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words.

3rd stage - the difference between words that are close in their sound composition, through game tasks such as repeat similar words, choose a word that differs from the rest, select a rhyme for a poem, reproduce a syllable series with a change in stress, reproduce a word in rhyme, etc. At this stage, children should learn to distinguish between words that are close in sound composition. Children are also offered tasks where they must learn to distinguish words that differ in one sound (Words are selected in which sounds are different in terms of acoustic-articulatory properties. For example, whistling - sonorous or affricates - sonorous).

4th stage - differentiation of syllables. Game exercises at this stage teach children to listen to the sound of syllables and words, independently find words similar and dissimilar, correctly reproduce syllabic combinations, develop auditory attention. Children can be offered to complete the following tasks: reproduce syllabic combinations with the same vowel and different consonants, syllabic combinations that differ in sonority-deafness (pa-ba, poo-boo-pu); reproduce syllabic pairs with an increase in consonants (ma-kma, then-who), syllabic combinations with a common confluence of two consonants and different vowels (tpa-tpo-tpu-tpy).

5th stage - differentiation of sounds.At this stage, children learn to distinguish the phonemes of their native language. You need to start with the differentiation of vowel sounds. At this stage, children learn to isolate the desired sound from the composition, didactic exercises teach children to listen to the sound of words, pronounce sounds clearly and correctly in it, find and highlight certain sounds with their voices, and develop phonemic hearing.

6th stage - development of phonemic analysis and synthesis skills, the task of the last, sixth, stage of classes is to develop the skills of elementary sound analysis in children. This work begins with the fact that preschoolers are taught to determine the number of syllables in a word and to slap two and three compound words; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable. Next, an analysis of vowel sounds is carried out, where children learn to determine the place of a vowel sound in an ore of other sounds. Then proceed to the analysis of consonants. At the same time, the child is first taught to single out the last consonant sound in the word. The implementation of the above-mentioned stages takes place with complex interaction with narrow specialists.

Thus, work on the development of phonemic perception should be carried out in stages: starting with the isolation and discrimination of non-speech sounds and up to fine differentiation of sounds similar in acoustic-articulatory properties. In parallel, work is underway to develop children's auditory attention and memory in preschoolers.

4. A complex of games and game exercises aimed at the formation of phonemic perception

The complex of games and game exercises aimed at forming the phonemic perception of preschool children with speech disorders includes the following areas:

1. Games aimed at developing auditory attention.

2. Games for the development of speech hearing.

3. Games to distinguish between correctly and defectively pronounced sound.

4. Distinguishing words that are close in sound composition.

5. Differentiation of syllables.

6. Differentiation of sounds.

7. Games aimed at the formation of sound analysis and synthesis.

8. Characteristics of sounds.

Games aimed at developing auditory attention, recognition of nonverbal sounds

Games of this group contribute to the development of auditory influence and control in children, teach children to listen carefully and correctly perceive the speech of others.

"Learn by sound"

Target. The development of auditory attention, phrasal speech.

Equipment: screen, various toys and objects (paper, spoon, shelf, etc.)

Description of the game. The leader behind the screen makes noises and sounds with different objects. The one who guesses what the leader is making noise with raises his hand and tells him about it.

You can make different noises: throw a spoon, an eraser, a piece of cardboard on the table, hit an object against an object, crumple paper, tear it, cut the material, etc.

The one who guesses the noise gets a chip as a reward.

Games for the development of speech hearing

During this stage, preschoolers are taught to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words. The purpose of these games and exercises is to teach children to speak loudly, quietly, in a whisper, loudly and quietly reproduce onomatopoeia, develop auditory perception.

"Three Bears" .

Game progress : an adult exposes pictures of three bears in front of the children - large, medium, small. Then, telling the tale of the three bears, he pronounces the appropriate remarks and onomatopoeia in either a low or a high voice. Children should, focusing on the sound complex and the height of the voice, simultaneously raise the corresponding picture.

"Guess who"

Target. Ear training.

Description of the game. Children stand in a circle. The driver goes to the middle of the circle, closes his eyes and then goes in any direction until he comes across one of the children, who must give a voice in a prearranged way: “ku-ka-re-ku”, “av-av-av” or “ meow-meow”, etc. The driver must guess which of the children screamed. If he guesses correctly, he becomes in a circle. The one you recognize will be the leader. If you do not guess, then it remains to drive again.

Games aimed at distinguishing between correctly and defectively pronounced sound

"What's the right way to say it?"

Target. Learn to identify defective words and correct them.

Description of the game. The speech therapist imitates the distorted and normal pronunciation of the sound in the word and invites the children to compare the two types of pronunciation and reproduce the correct one.

"Pay attention"

Target. Learn to determine the correct pronunciation of words.Equipment. Pictures: banana, album, cage.

Description of the game. Pictures are laid out in front of the child and they are offered to listen carefully to the speech therapist: if the speech therapist correctly names the picture, the child raises a green flag, incorrectly - red. Spoken words: baman, paman, banana, banam, wanan, come on, bawan, wanan; anbom, aybom, alm, album, avbom, alpom, alnom, able; cage, cage, cage, cage, cage, cage, cage.

Games aimed at distinguishing words that are close in sound composition

"Dunno confused"

Target. Learn to choose words that sound similar.

Equipment. Pictures: onion, beetle, bough, cancer, varnish, poppy, juice, house, scrap, catfish, spoon, midge, matryoshka, potato, etc.

Description of the game. The speech therapist pronounces the words and invites the child to name a word that is not like the others:

Poppy, tank, so, banana; - catfish, com, turkey, house;

Lemon, wagon, cat, bud; - poppy, tank, broom, cancer;

Scoop, gnome, wreath, ice rink; - heel, fleece, lemon, tub;

Branch, sofa, cage, mesh; - skating rink, skein, house, stream, etc.

"Say a word"

Target. Learn to choose the right word in meaning and sound.

Description of the game. The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and suggests choosing one word for the rhyme from the suggested ones:

"SH"

I sewed a shirt for Mishka, I'll sew him ... (pants).

On holidays, on the street, in the hands of the children

Air is burning, shimmering ... (balloons).

He is with a bell in his hand, in a blue-red cap.

He is a fun toy, and his name is ... (Petrushka!)

"R"

All the guys from the yard shout to the kids: (“Hurrah!”)

In this river, two ... (sheep) drowned early in the morning.

There is a big fight in the river: two quarreled ... (cancer).

"Well listen"

An adult gives the child two circles - red and green and offers a game: if the child hears the correct name of the object shown in the picture, he must raise the green circle, if the wrong one - red (baman, paman, banana, banam, bawan ...).
The complication of such games - exercises is as follows: first, words are selected that are light in sound composition, then more complex

Games aimed at differentiating syllables

"Repeat Right"

Target. Develop phonemic perception, the ability to clearly reproduce syllabic chains.

Equipment: ball.

Description of the game. Children sit in a circle. The teacher invites the children to take turns catching the ball and carefully listen to the chain of syllables, then the child must repeat correctly and throw the ball back. Syllabic rows can be different: mi-ma-mu-me, pa-pya-pa, sa-sa-za, sha-sa ....

"Living syllables"

Three children memorize one syllable each and go behind the screen, and coming out from there, pronounce them; the rest of the guys determine which syllable was the first, second and third. Later, the syllables that make up the word are introduced into the games, for example, MASHI-NA, after naming the syllabic series, the children answer what happened, or find such a picture among others.

Games aimed at differentiating sounds

An adult gives pictures to a child. Pictures depicting a train, a girl, a bird and explains:“The train is buzzing oo-oo-oo-oo; the girl is crying ah-ah-ah-ah; the bird sings and-and-and-and" . Then he pronounces each sound for a long time, and the child raises the corresponding picture.

Similarly, work is carried out to distinguish between consonant sounds.

"Find a place for your picture"

Target. Vocabulary activation, differentiation of various sounds.

Equipment. Pictures, in the name of which there are sounds [w] and [g].

Description of the game. The children are sitting at the tables. The teacher shows them pictures of a ball. The teacher says: “When air comes out of the ball, you can hear:sh-sh-sh-sh... I put this picture on the left side of the table.” Then he shows them a picture of a beetle and reminds them how the beetle buzzes:w-w-w-w... “I put this picture on the right side of the table. Now I will show and name the pictures, and you listen to which of them will have the sound [w] or [w] in the name. If you hear the sound [w], then the picture should be placed on the left, and if you hear the sound [g], then it should be placed on the right. The teacher shows how to complete the task, then calls the children in turn, who name the pictures shown.

Pictures must be selected so that the spoken sounds correspond to their spelling. You can not take such words where the sound [g] is at the end of the word or before a deaf consonant.

"Find your picture"

Target. Differentiation of sounds [l] - [p] in words.

Equipment. Pictures with the sound [l] or [r] in their names. For each sound, the same number of pictures are selected.

Description of the game. The teacher lays out the pictures with the pattern up, then distributes the children into two groups and tells them that one group will select pictures for the sound [l] and the other for [p]. Approaching your group

the child claps the palm of the person in front and stands at the end of the group, and the one who turns out to be the first goes after the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeating the game, you can slightly modify:

Games aimed at the formation of phonemic analysis and synthesis

"Catch the Sound"

Target. Learn to distinguish a sound from a number of other sounds.

Description of the game. Children sit in a circle. The teacher invites the children to clap their hands when they hear the sound [a]. Further different sounds are offered: A, P, U, A, K, A, etc. For complication, only vowel sounds can be suggested. Similarly, a game is played to highlight other sounds, both vowels and consonants.

Games for highlighting the first and last sound in a word, determining the place of a sound (beginning, middle, end)

"Fun Train"

Target. Learn to determine the location of the sound in the word.

Equipment: a toy train, pictures in the names of which there is a certain sound that occupies different positions in the word.

Description of the game. In front of the children there is a train with a steam locomotive and three cars in which toy passengers will travel, each in their own car: in the first - those in whose name the given sound is at the beginning of the word, in the second - in the middle of the word, in the third - at the end.

Games for determining the sequence of sounds in a word

Games aimed at determining the characteristics of sounds

"Colorful balls"

Target. Consolidation of differentiation of vowels and consonants, development of attention, speed of thinking.Equipment: red and blue balls.Description of the game. Red is a vowel. Blue - no. What's the sound? Give me an answer!

The teacher throws the ball to the children. The catcher calls a vowel sound if the ball is red, a consonant if the ball is blue, and throws the ball back to the teacher.

"Show the circle of the desired color"

Target. Strengthening the differentiation of vowels and consonants,Equipment: red and blue circles according to the number of children.

Description of the game. Each child is given a red and a blue circle. The teacher invites the children to listen to different sounds, and a blue circle is raised if they hear a consonant sound and a red one if they hear a vowel.

Description of the game. First option.

Similarly, games can be played to differentiate consonants by softness - hardness, sonority - loudness.

"Name your brother"

Target. Consolidation of ideas about hard and soft consonants.Equipment: ball.Description of the game. First option.

The speech therapist calls a solid consonant sound and throws the ball to one of the children. The child catches the ball, calls it a soft pair - "little brother" and throws the ball to the speech therapist. All children take part in the game. It is carried out at a fairly fast pace. If the child makes a mistake and gives the wrong answer, then the speech therapist himself calls the desired sound, and the child repeats it.

Thus, didactic games for the development of phonemic perception contribute to the successful mastering of the prerequisites for further mastering the norms of the native language by children, since the development of phonemic hearing and perception is of great importance for mastering the skills of reading and writing, positively affects the formation of the entire speech system of a preschooler, and also lays foundations for successful schooling. The task of a speech therapist is to arouse pupils' interest in the game, competently organize the game, providing an interested perception of the material being studied by children and involving them in mastering new knowledge, skills and abilities..

Conclusion

In recent years, researchers often turn to the problem of phonemic perception in preschoolers. This is not accidental, because the development of reading and writing requires a clear correlation of sound and letter, clear auditory differentiations, and the ability to analyze the speech flow into constituent units. Consequently, a high level of development of phonemic perception is a prerequisite for the successful development of literacy in the future, especially for children with speech disorders.

Thus, without special corrective influence, the child will not learn to distinguish and recognize phonemes by ear, to analyze the sound-syllabic composition of words. The described phased complex of gaming exercises in the classroom contributes to a sufficient formation

phonemic perception. The practical application of such a system of didactic games significantly increases the level of readiness for schooling, prevents dysgraphia and dyslexia.

This essay will be useful to speech therapists, educators of speech groups and parents of preschoolers with OHP.

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Dictionary "Terms and concepts of speech therapy" // "Speech therapy" (Edited by L.S. Volkova)

Tumakova G.A. Familiarization of a preschooler with a sounding word / Ed. F. Sokhin. - M .: Mosaic-Synthesis, 2006.

"Rainbow" of a combined type" Ruzaevsky municipal district Developed by: Teacher - speech therapist Prikazchikova E. A. Ruzaevka 2012 Innovative project "Formation of phonemic perception in preschool children through the use of gaming technologies"

The relevance of the chosen topic is determined by the growing number of children with phonemic hearing impairment and the search for new ways to overcome the difficulties they face. The development of phonemic perception is one of the most important tasks facing the speech therapist teacher in working with children with phonemic-phonemic underdevelopment of speech. The normal development of phonemic perception is of great importance for the process of formation and development of speech: on its basis, children learn to distinguish phrases in the speech of others, understand the meaning of a word, distinguish paronymic words, correlate them with specific objects, phenomena, actions. The lack of formation of phonemic perception negatively affects the formation of sound pronunciation: children are characterized by the use of diffuse sounds of unstable articulation, numerous substitutions and mixtures with a relatively favorable state of the structure and function of the articulatory apparatus.

Conceptuality of the project: The novelty of my work is the creation of a system of gaming methods of work, built taking into account the development of phonemic perception in ontogeny and the characteristics of its development in children with FFN, used at all stages of frontal and individual speech therapy classes, including those stages that are usually not used for development phonemic perception (organizational moment, articulatory, respiratory, finger gymnastics, dynamic pauses).

Theoretical basis of the project: The theoretical basis of the study was the work of Filicheva T. B., Chirkina G. V., Gvozdev A. N., Levina R. E., Cheveleva N. A., Grinshpun B. M., Seliverstov V. I. , Tkachenko T. A., Spirova L. F., Yastrebova A. V. and other leading experts in the field of speech therapy, confirming that the development of phonemic perception has a positive effect on the formation of the entire phonemic side of speech, the syllabic structure of a word, vocabulary, articulation and diction. L.F. Spirovoy N.A. Nikashina, G.A. Kashe, A.V. Yastrebova, T.B. Filicheva, G.V. Chirkina, T.V. Tumanova, S.N. Sazonova paid great attention to the originality of phonemic processes in children, since phonemic hearing is a subtle, systematized hearing that allows you to distinguish and recognize the phonemes of your native language. Phonemic perception is the ability to distinguish phonemes and determine the sound composition of a word.

Theoretical base of the project: Professor B.G. Ananiev pointed out the connection between errors in reading and writing, difficulties in mastering grammar by schoolchildren with unformed phonemic perception at preschool age. In the last decade, the problem of children's play has been the focus of many studies. In domestic psychology and pedagogy, the game is considered as an activity that is of great importance for the development of a child in orientation in the world of actions, relationships, tasks and motives of human activity (A.V. Zaporozhets, A.N. Leontiev, D.B. Elkonin, L. A. Wenger). One of the ways to optimize the ratio of the teaching load with other activities is the process of integration. This point of view is confirmed by the works of L.I. Balashova, M.N. Berulava, G.F. Hegel, V.V. Kraevsky, T.S. Komarova. The use of various forms of integration is especially effective in the period of pre-school education. Professor R.E. Levina put forward the principle of a preventive approach to children of preschool age, which indicates that secondary deviations are easier to prevent than to correct already formed violations. It is important to pay attention to the nature of the formation of a child's phonemic hearing already at preschool age, since the underdevelopment of this hearing is one of the reasons leading to dysgraphia in school conditions - a violation of writing, characterized by the presence of persistent errors, and dyslexia - a violation of the reading process. In general, the implementation of these areas should go on frontal and individual speech therapy classes, conducted in accordance with the calendar plan of speech therapy work in the form of various game tasks that are organically included in the stages of classes. Work on the formation of phonemic perception begins at the preparatory stage and continues at the stage of formation of primary pronunciation skills and abilities (in the process of setting, automating and differentiating sounds).

Pedagogical idea of ​​the project: The formation of phonemic perception is a complex process. Overcoming violations of its development requires huge efforts from all participants in the pedagogical process: teachers - speech therapists, educators, children and their parents, who are actively involved in the correctional and educational process. At preschool age, the leading activity of children is the game, so I plan to use game techniques to most effectively build the learning process for children with FSP and develop their phonemic perception at all stages of speech therapy classes. At the same time, the selection and use of games should be carried out taking into account the principles of corrective education of children with speech disorders and take into account the ontogeny of the development of phonemic processes and the development of phonemic perception in children with FFN.

Pedagogical idea of ​​the project: At present, it seems to me especially important to create a system of game techniques for the development of phonemic perception in children with FFN, corresponding to the characteristics of their development and to find possible options for using game techniques to develop phonemic perception at all stages of all types of speech therapy classes. Therefore, work with preschoolers with FFN on the formation of phonemic perception is a preparatory stage for the transition of children to school.

Optimality and effectiveness of means: The entire system of speech therapy work on the development of children's ability to differentiate phonemes can be divided into three main stages:

Estimated result of the project: The child begins to feel the expressive (intonational and lexical) means of the language, notes the semantics of words, their grammatical form. He actively begins to use these means in coherent speech and everyday communication. The child gets acquainted not only with individual sounds, but also with the "work" of sound in vocabulary, morphology, word formation. As a result of timely, systematic work on the formation of phonemic hearing and sound analysis, children form a special, linguistic attitude to the word, to the language environment. A conscious attitude to the native language is the basis for the assimilation of all language norms and forms of speech. With such an organization of learning, the effect of self-development arises, as a result, the child comprehends more than what he received directly from the teacher. This is a kind of effect of the consequence, to which developmental education should strive.

Diagnosis of the formation of phonemic perception in children with phonetic and phonemic underdevelopment of speech

Rationale for the effectiveness of the project: I came to the conclusion that the project I developed for the formation of phonemic hearing in children with phonemic and phonemic underdevelopment is effective and gave good results. The diagnostics showed that during the systematic work with children with FFN, by the end of the school year, phonemic hearing is formed.

Project effectiveness: Children's knowledge was assessed based on the results of work on experience according to the following criteria: high level - the child shows initiative in communication, attracts children to communication, notices speech errors of peers, corrects them. Speech is clear and grammatically correct. The child is able to determine the place of sound in words, the number of sounds in a word, differentiate sounds by softness-hardness, deafness-voicedness, distinguishes between whistling-hissing, quickly and correctly invents words for a given sound, selects words for their graphic representation, owns all the means of phonemic analysis and synthesis; average level - the child shows interest in verbal communication, but is not active enough in it, grammatical errors are rare. Speech is correct, clear, may experience difficulty in pronouncing individual sounds. The child independently determines the place of a sound in a word, the number of sounds in words, and is able to compose words from sequentially given sounds. Composing words from sounds given in a broken sequence is difficult; low level - the child is inactive in communication. Distinguishes between the concepts of "word" and "sound". The given sound from the word will be distinguished with the help of an adult. Makes mistakes when dividing words into syllables, sound analysis of monosyllabic words, finds it difficult to invent words for a certain sound.

2010 - 2011 academic year 2009 - 2010 academic year The developmental effect of the classes carried out gave positive results.