Organization of experimental activities of children

in speech therapy classes at the preschool educational institution

The word "experiment" is translated from Latin as "trial, experience", and one of the meanings of this word is experience in general, an attempt to carry out something. (Slide #2)

To increase the effectiveness of corrective work in a speech therapy class in kindergarten, along with other types of work, it is recommended to use the experimental activities of children. The child most fully and clearly perceives and remembers what was interesting to him.
Psychologists have proven that classes learned without interest, not colored by their own positive attitude, emotions, do not become useful. This is dead weight. The child in class writes, reads, answers questions, but this work does not affect his thoughts, does not arouse interest. He is passive. Of course, he learns something, but passive perception and assimilation cannot be the basis of solid knowledge. Children remember poorly, because learning does not capture them. You can always find something interesting and exciting in life, in the study of the Russian language. You just need to find it and give it to the children, which will encourage them to similar finds and discoveries.

In my work, I use the following types of work.

Letter design.(Slide number 3) On the tables - sticks, strings, buttons, pencils. Children are invited to lay out various letters. They must choose the material most convenient for laying out these letters.

Reconstruction of letters.How to get others from one letter? (Move stick or add etc.)
The game "The word crumbled"(anagram). (Slide number 4) On the board is a word with a changed order of letters (this may result in not one word, but several, for example: pine - pump, grater - actor).

Selection of words for a given sound model.(Slide number 5) On the board is a diagram of colored chips denoting sounds. Children should pick up as many words as possible (mentally “fit” the words to the scheme).

Choice of words for this rhyme.(Slide number 6) For example: picture - raspberries; tangle - bun; clover - fan, etc.

Solving puzzles(Slide number 7)
The formation of new words from the letters of the given word.(Slide number 8) For example: tram - grass, frame, March, etc.

Inventing words for a specific syllable(for example: flour, fly, museum, garbage, mule).
Selection of words for syllabic schemes.Name words consisting of one syllable, two or three syllables - with stress on the first, second, third syllable, etc.
Composing a wordusing the initial sounds or by the final sound of other words.
Replacing one sound (letter) in a word to get a new word(metagram). For example: bunny - T-shirt - nut - seagull.
Work with isographs.In the pictures, the words are written in letters, the arrangement of which resembles the image of the subject in question.
Drawing up proposals for graphic schemes(game "Telegraph").
Rearranging words to get the desired phrase.(Slide number 9) For example: "Misha has a new car."
Connecting parts of broken sentences.(Slide number 10) For example: “It is drizzling. The rain meows plaintively. Murka.
Composing a story from two textsread mixed.
Compilation of a coherent story from fragmentary phrases, phrases.
Reading text from the endto realize the inconvenience of such a reading.

Crossword Guessing(words starting with a certain letter, thematic, etc.).
In organizing the experimental activities of children, I try to pay special attention to work on individual cards.

Completing tasks on individual cards is of great importance for both children and teachers.

(Slide number 11)

For kids:
- provide a minimum level of phonemic, sound-letter, graphic, cognitive means that make it possible to move on to the next stage of learning - reading;
- create a condition for the orientation and research activities of children;
- develop various aspects of mental activity - attention, thinking, memory, speech;
- fix the stock of existing ideas about the sound-letter side of the word, the degree of readiness of the hand to perform graphic skills;
- form the ability to understand the learning task and solve it independently;
- develop skills of self-control and self-assessment.

(Slide number 12)

For the teacher:
- remove the difficulties of selecting didactic material for individual work with children;
- allow you to control the level of assimilation of program material;
- build relationships with children, especially those with little contact.

(Slide number 13)

Cards can be used:

In individual lessons - as one of the types of control of frontal lessons,

In the afternoon - in corrective work with the teacher.

Sample assignments.

(Slide number 14)
1. Make sound models of words, compare them.
2. Make a sound model of the word, mark vowel sounds with letters.
3. How many sounds are there in a word? Write the number in the square.
4. Match the picture with the sound model.
5. Connect pictures and sound models.
6. Correct errors in the sound model of the word.
7. Pick one word for each sound model.
8. Match three words to the sound model.
9. Make up a word according to the first sounds of the names of the pictures.
10. Make a word according to the second sounds of the names of the pictures.
11. Compose a word according to the last sounds of the names of the pictures.
12. Determine the place of the sound [l] in words (at the beginning, middle, end).
13. Highlight the first sounds in the names of the pictures. Name the paired sounds according to hardness-softness.
14. Highlight the first sounds in the names of the pictures. Name the sounds paired with them for deafness - hardness.
15. Write the word in letters. What other words can be formed from these letters?
16. How many syllables are there in a word? Write the number in the square.
17. Connect the picture with the syllabic scheme.
18. Connect pictures and syllabic patterns.
19. Pick one word for each syllabic pattern.
20. Make a word according to the first syllables of the names of the pictures.
21. Make a sound model of the word. How many sounds are there in a word? Give a description of each sound. Write the word in letters. How many letters are in a word? Divide the word into syllables, put the stress.
22. Make a proposal according to the picture and graphic scheme.
23. Make one sentence for each graphic scheme.

3.3 Analysis of the results of experimental speech therapy work (control experiment)

At the stage of the control experiment, which was conducted in April 2009 on the basis of the MDOU "Children's Sal No. 133", the results of experimental speech therapy work on the development of word-building skills in children of older preschool age with erased dysarthria were analyzed.

For the survey, the method of E.F. Arkhipova (1) (Appendix 2) was used, which we used at the stage of the ascertaining experiment.

Individual, general and mean group values ​​were analyzed. The performance of tasks by the children of the experimental group is presented in table No. 3.

Qualitative-quantitative analysis of the performance of tasks is presented as follows.

From the above data, it can be seen that almost all children scored the same points. The highest total score in two children (20%) - (Andrey I., Ksyusha T.). They scored 23 points. Children coped well with word formation tasks of qualitative, relative and diminutive adjectives and nouns, and with the word formation task for baby animals, where they showed a level above the average (3 points). However, Andrei I. completed the task on word formation of possessive adjectives at a level below the average, which corresponds to 1 point. He made mistakes in such words as (a hill of ice - an ice hill; the sun is a pine day; this one erases - this one has already washed - instead of already erased, etc.).

Only one child (10%) - (Sasha D.) received 22 points for completing tasks. He showed a high result in the task of word formation of diminutive nouns (4 points).

Katya K. - (10%) scored 19 points during the survey, however, she had difficulties in performing tasks on the differentiation of verbs formed in the prefixal way (mother sewed a button - mother embroidered a button), word formation of feminine professions and differentiation of owl verbs. and nesov. type (this one is taking off, and this one is already “taking off”; this one is eating, and this one is still eating). This is probably due to the insufficient development of vocabulary.

20% of children (Masha K. and Olya P.) during the survey scored the same total scores (18 points). In many respects, their answers coincide, but there are also significant differences. Olya P. and Masha K. with assignments for the differentiation of the verbs of owls. and nesov. appearance, word formation of feminine professions and the differentiation of verbs formed in the prefixal way coped at a level below the average (cuts hair - socks; plays football - ball). They received a mark of 3 points for the task of forming diminutive nouns.

20% of children (Kostya P. and Olya P.) scored 16 points. The highest indicator (3 points) in Kostya P. is observed when completing the task for the formation of relative adjectives. However, he showed a level below the average (1 point) when completing the task on word formation of qualitative, possessive, diminutive adjectives, word formation of feminine professions and differentiation of owl verbs. and nesov. kind. Therefore, further correctional and speech therapy work must be carried out with him.

20% of children (Vanya M. and Sveta L.) scored the same total marks - 17 points. Vanya M. has a level above the average (3 points) when performing tasks on the formation of possessive adjectives and the formation of diminutive nouns. Sveta L. scored 1 point for all indicators: the exceptions are the tasks for word formation of diminutive nouns, the formation of the names of young animals and the word formation of feminine professions. For their implementation, Sveta L. received 3 points.

The lowest indicator of the development of word-building skills is still recorded in one child (10%) - (Nikita S.). He received a score of 12 points. Most of Nikita S.'s answers are below average. During the work, Nikita S. observed behavioral peculiarities. He laughed, jumped up from his chair and ran.

The group average is 11.1.

Individual results by levels are shown in Figures #11-#20.

An analysis of individual graphs shows that a high level of completion (100% - 75%) is observed when completing task No. 1 in one child (10%).

The level above the average (75% - 50%) can be traced when performing task No. 1 - 7 people (70%); task number 2 - 1 person (10%); task number 3 - 2 people (20%); task number 4 - 2 people (20%); task number 5 - 4 people (40%); task number 6 - 4 people (40%); task number 8 - 1 person (10%); tasks No. 7, 9, 10 were completed at the average and below average levels.

At the average level (50% - 25%) completed task No. 1 - 2 people (20%); task number 2 - 4 people (40%); task number 3 - 3 people (30%); task number 4 - 2 people (20%); task number 5 - 2 people (20%); task No. 6 - 6 people (60%); task number 7 - 1 person (10%); task number 8 - 2 people (20%); task number 9 - 7 people (70%); task number 10 - 5 people (50%).

At a level below the average (25% - 10%) completed task No. 2 - 5 people (50%); task number 3 - 5 people (50%); task No. 4 - 6 people (60%); task number 5 - 4 people (40%); task number 7 - 9 people (90%); task number 8 - 7 people (70%); task number 9 - 3 people (30%); task number 10 - 5 people (50%); Tasks 1, 6 were completed at the average and above average levels.

At a low level (up to 10%), none of the tasks were completed.

Thus, there was a positive dynamics in the formation and development of word-building skills.

· Completed one task at a high level (No. 1);

· At the level above the average, 7 tasks were completed (№1,2,3,4,5,6,8);

· Completed all 10 tasks at the intermediate level;

· 8 tasks were completed at the level below the average (No. 2,3,4,5,7,8,9,10);

· None of the low-level tasks were completed.

The greatest difficulties arose in children when performing tasks on word formation according to the definitional type, differentiation of verbs formed in the prefixal way, and differentiation of perfect and imperfect verbs. We believe this is due to the fact that in children with erased dysarthria, the vocabulary is very limited, in some cases the adequate choice of language material is violated, there is an imperfection in the search for nominative units, often words are replaced by those close to the situation and purpose.

The easiest task seemed to the children to complete the task of word formation of diminutive nouns and adjectives, the formation of the names of baby animals. It should be considered that this is due to the fact that this material is frequently encountered in the speech practice of children. When playing with each other in a group, children use diminutive nouns in relation to animals (elephant-elephant, dog-dog), inanimate objects (table-table, chair-chair), and in relation to another person (good - pretty, beautiful - beautiful).

Thus, after carrying out correctional speech therapy work aimed at developing word-building skills, we can conclude that correctional speech therapy work at the stage of the formative experiment was successful. The purpose of the study was achieved, and his hypothesis was confirmed.

Conclusion

A common speech disorder among preschool children is erased dysarthria, which tends to increase significantly. It is often combined with other speech disorders (stuttering, general underdevelopment of speech, etc.). This is a speech pathology, which manifests itself in disorders of the phonetic and prosodic components of the speech functional system, and occurs as a result of an unexpressed microorganic lesion of the brain (6).

Severe violations of sound pronunciation with erased dysarthria are difficult to correct and negatively affect the formation of the phonemic and lexico-grammatical aspects of speech, complicate the process of schooling children. Timely correction of speech development disorders is a necessary condition for the psychological readiness of children to study at school, creates the prerequisites for the earliest social adaptation of preschoolers with speech disorders (7). This is extremely important, since the choice of adequate directions of corrective and speech therapy influence on a child with erased dysarthria and the effectiveness of this influence depend on the correct diagnosis.

The problems of erased dysarthria were studied by such authors as G.G. Gutsman, O.V. Pravdina (60), L.V. Melekhova (50), O.A. Tokarev (72), I.I. Panchenko, R.I. Martynova (48), L.V. Lopatina (45), A.V. Serebryakova (64), M.V. Ippolitova, E.M. Mastyukova, E.F. Arkhipova (1), M.B. Eidinova.

An analysis of theoretical sources shows that erased dysarthria is a speech disorder characterized by a combination of multiple disturbances in the process of motor implementation of speech activity. The main symptom of a speech defect in erased dysarthria is phonetic disorders, which are often accompanied by underdevelopment of the lexical and grammatical structure of speech. Violations of the phonetic side of speech are difficult to correct, negatively affect the formation of the phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. Researchers note the lack of word-building skills in these children, which complicate the process of schooling children. Timely correction of violations and further development of word-formation skills is a necessary condition for the readiness of children to master the school curriculum in various subjects.

We conducted an experimental study of the state of word-formation skills in preschool children with erased dysarthria. The study involved two groups of preschool children with erased dysarthria on the basis of the MDOU "Kindergarten No. 133".

Two groups of children of senior preschool age (6-7 years old) took part in the experimental examination: with erased dysarthria and with normal speech development. For the examination, the method of E.F. Arkhipova (1) was used, which is intended for preschool children with erased dysarthria. According to the results of the survey, we came to the conclusion that the tasks were performed mainly at the average and below average levels, i.e. word-building skills in children with erased dysarthria are not sufficiently formed, which requires special correctional and speech therapy assistance.

The purpose of the formative experiment was to test tasks and exercises aimed at the formation of word-building skills in children of senior preschool age with erased dysarthria. On the basis of methodological literature, we selected tasks and exercises aimed at developing word-building skills in children with erased dysarthria. After the formative experiment, we organized a control experiment to assess the effectiveness of correctional and speech therapy work on the formation and development of word-building skills in older preschool children with erased dysarthria. Based on the results of completing the tasks, each child received individual, general and average group values.

Comparing the results of the ascertaining and control experiments, we can conclude that in the experimental group there is a positive dynamics in the formation and development of word-building skills.

As a result of the formative experiment, the average group indicator in the children of the experimental group increased by 25% and began to correspond to the 3rd level. Thus, the formative experiment is successful. The purpose of the study was achieved, and his hypothesis was confirmed.

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Chair-chair), and in relation to another person (good - pretty, beautiful - pretty). To improve the efficiency of the work of a speech therapist in teaching word formation to preschool children with erased dysarthria, we have developed methodological recommendations. The incorrect use of the lexical and grammatical means of the language by a child with a mild degree of dysarthria is due to articulatory ...

With erased dysarthria 2.1 Purpose and objectives of the study The following goal was set in the course of the study: to identify the level of formation of the grammatical structure of speech (functions of inflection and word formation) in older preschool children with erased dysarthria and to determine the main directions of the necessary correctional work. To achieve this goal, the study decided...

...); § reproduction of the initial form of the word (for a horse - a horse, for a cow - a cow) Summing up the above, we can conclude that the development of word formation of animal names in children with mental retardation is at a low level. The formation of nouns with the meaning of femininity When completing the task for the formation of nouns with the meaning of femininity, were obtained ...

All children are curious. They discover everything interesting and unknown with great surprise and joy. The child's need for new experiences pushes him to search, to learn about the world around him. It is very important to direct this need for knowledge of the world in the right direction and support the child's desire for experimentation. The more diverse and intense the search activity, the more new and useful information children receive, the faster and more fully they develop. By the older preschool age, the possibilities of children increase markedly. This period is most important for the development of cognitive, research and search activities, since it is at this age that children can independently draw conclusions and find a solution. The development of the child's personality occurs not only in the process of mastering skills, knowledge and skills, but also in the independent search for knowledge and the acquisition of skills.

To develop sociability in children, the ability to navigate the environment, solve problems that arise, be independent, creative individuals is the task that preschool education sets itself. Child development goes through:

• development of children's interests, curiosity and cognitive motivation;
• formation of cognitive actions;
• formation of primary ideas about oneself, other people, objects of the surrounding world;
• about the properties and relationships of objects in the surrounding world (shape, color, size, material, time, space, etc.);
• about the small motherland and Fatherland, traditions and holidays;
• about the planet Earth as a common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

In their work, the teacher needs to take into account both the psychological and age characteristics of preschoolers. A child learns everything firmly and for a long time when he hears, sees and does everything himself. Observing everyone, the educator can and should create conditions for independent experimentation and search activity in the group.

Implementing the program “Childhood” and the program “Preparing children with OHP for school in a kindergarten” edited by N. F. Chirkina and T. B. Filicheva, and new federal state educational standards, studying new methodological literature, identifying the interests of children, we created a long-term plan for experimentation and equipped a center where children can engage in search activities.

The plan reflects the specifics of the compensatory group for children with severe speech disorders. For example, in the fall, we introduced the children to the properties of air, conducted educational games with fruits and vegetables: “Fruits: how can you eat them?”, “Recognize the taste and smell”, “Fruits and vegetables as cosmetics”, “Coloring properties of vegetables and fruits”, “Leaf prints”, etc.

In the winter months, you can offer children and their parents games and experiments with water: “Three states of water”, “Colorful icicles”, “Does the mitten warm”, “Different snowflakes”, “Feed the birds”, “snow depth”, “Imprints on snow”, etc.

For spring, we have selected the following: “The sun is an artist”, “Sowing seedlings”, “Dependence of plant life on the sun”, “Where does the snow melt faster”, “Where is the icicle longer?”, “How do plants wake up”, “Where does the water disappear” so that children themselves can draw conclusions about how important sunlight and heat, water are for all living things. Without light, water and heat there is no life on earth.

In the summer months, they offered children and parents to go outside the city, by the river, on the beach, play with sand and water, watch sunbeams, insects, shadows, so that the children would better know the surrounding world of living and non-living nature, draw some conclusions, find answers to self-posed questions. And then make drawings, photographs, albums for viewing with other pupils in kindergarten.

In the pre-school group, we have complicated and expanded the search activity using a microscope, magnifiers, mirrors and other equipment. They expanded and deepened their knowledge about vegetables and fruits (useful properties and vitamins), prepared vinaigrette and fruit salad on their own and treated their parents. Conducted research: “What is in the soil”, “Moldy bread”, “Large and small” (determining the size of the pupil depending on the lighting), “Properties of paper and cardboard”, “Filtration of water”, “Light beam”, “How not get burned”, “Candle in a jar”, ​​“Rainbow on the wall”, “Magnet draws” and many more different experiments that will help children make small discoveries and find the cause of some facts, find out cause and effect relationships.

As practice shows, the results of experiments should be sketched in an album or notebook so that the acquired knowledge, skills and abilities are even more firmly deposited in the memory of children.

Here is an example of practical experience: in the older group we conducted experiments with water - we froze it, painted it, asked children questions why water freezes in the freezer and on the street and where is it faster? Why does steam rise from the water outside in the cold? Why can water be dyed any color and frozen into any shape? Children experimented and answered questions: it is warm in the group and therefore the water is warm, and on the street steam comes from it. The water became as cold as the air and froze. And then we checked the rate of ice melting - on the windowsill and the battery. The children made an independent conclusion that the ice melts faster on the battery, because. she is hot.

In the school preparatory group, similar experiments are being carried out on freezing ice from juice, yogurt, butter and vegetable oil. Which hardens faster: water or vegetable oil, and why? What came out of frozen juice? Can you cut hardened butter with a knife? Children make small discoveries. Frozen juice makes a delicious frozen lollipop. Vegetable oil freezes only in the most severe frost, and it is not cold enough in the freezer. Vegetable oil changes its color and becomes white. The frozen butter is not cut, but crumbles and is not spread on bread. And the melted yogurt became not tasty and grainy.

The keys to successful experimentation should be:

• an appropriate developmental environment, including the availability of the necessary materials for conducting experiments;
• the presence of a long-term plan that takes into account the age-related psychological and physiological data of the child;
• the presence of a calm and friendly atmosphere in the group and at home;
• personal interest in the final result of all adults - teachers and parents, because they are a model, and children imitate them.

It is important that experiments, experiments, observations arouse curiosity in children, develop interest in living and non-living nature, form good feelings, help the acquired knowledge to apply and use in their lives.

Municipal budgetary preschool educational institution kindergarten of a combined type No. 37 of the municipality Timashevsky district Author of the experiment: Namm Inna Viktorovna, speech therapist teacher MBDOU d / s No. 37

A modern child needs not so much to know a lot as to think consistently and conclusively, to show mental tension. That is why, as an integral part of readiness for school, researchers single out intellectual readiness, which includes a fairly high level of development of cognitive activity and mental operations. It is no coincidence that in "Concepts of the content of continuing education (preschool and elementary)» great attention is paid to the development of children's thinking, encouragement of the cognitive initiative of the child, children's questions, reasoning, independent conclusions, respectful attitude towards them.

The urgency of the problem lies in the importance of the timely development of the research activities of older preschool children. The development of speech is one of the main components, without speech it is impossible to build it, analyze and discuss how reliable it is, and at the same time, the research process itself helps the development of demonstrative, reasoning and generalizing speech. This problem is especially significant for children with FFN.

The practical work of a speech therapist teacher made it possible to see gaps in educational work with children with certain deviations in the development of speech. Based on the results of monitoring the development of speech and mental processes, we (me and the teacher of the group) a system was developed for the development of speech in the process of cognitive research activities of older preschoolers, which will improve the results qualitatively and quantitatively.

By combining the efforts of a speech therapist teacher, a group educator, we were able to achieve significant results.

Curiosity, the desire to experiment, to independently find solutions to problems are the most important features of children's behavior that we managed to form in the process of in-depth work on the above problem.

The problem we are solving:

To help speech pathologists in the implementation of their cognitive activity, including children in meaningful activities, during which they themselves could discover more and more new properties of objects and be able to talk about it.

We have built the conditions for the development of speech in the process of search and research activities in blocks:

Research activities training.

The purpose of the first block: teaching the skills and abilities of conducting educational research, forming a culture of thinking and developing the skills and abilities of research behavior.

Formation of a holistic perception of the environment, categorical concepts.

The purpose of the second block: expanding ideas about the world, the formation of categorical concepts. First of all, this work is based on the expansion, deepening of ideas about words, which combine in their content the degree of generalization of objects, phenomena, actions, etc.

The development of speech is carried out together with thinking, since these cognitive processes are the most important in search and research activities.

At the first stage, we highlighted the problem and outlined a method for solving it. The decision itself, its search, the children carry out independently.

At the second stage, we only posed a problem to the children, but the child is looking for a method of solving it on his own. (group, collective search is possible here).

At the third stage, the formulation of the problem, as well as the search for a method and the development of the solution itself, are carried out by the children independently.

Different objects of knowledge imply a different attitude towards them and different ways of studying them. The following objects have been identified:

Living objects, nature:

• distinction between living and non-living;
• careful and respectful attitude to the living;
• readiness to take care of someone or something;
• understanding of the rules of safe behavior.

Inanimate objects, objects:

• tools, tools - adults show the child how to use them;
• technical means, including vehicles, - acquaintance with their device, rules of operation and use;
• toys - the child uses at his own discretion;
• materials (designers, isomaterials, etc.)- the child explores and uses on his own, an adult can show some of their properties and capabilities;
• aesthetic objects - viewing objects, respecting them.

Ways and methods of action (technology).

Relationships, feelings. (They are of greatest interest to older preschool children.)

Impressions, perception: color, sounds, texture of material, taste, smell.

This work assumes the following structure of the research action:

• the child identifies and poses a problem that needs to be resolved;
• puts forward a hypothesis, i.e. suggests possible solutions;
• checks these possible solutions based on the data;
• draws conclusions in accordance with the results of the audit;
• applies findings to new data;
• makes generalizations.

The main form of work is didactic games developed on the topics proposed by the Education and Training Program edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova.

Expected result of the work: dynamic mastery of speech by children.

I block "Learning for Exploratory Actions"

Problematic is any theoretical or practical situation in which there is no solution corresponding to the circumstances and which therefore makes you stop and think. A problem is a difficulty, an uncertainty. To eliminate it, actions are required, first of all, the study of everything related to this problem situation.

Finding problems is hard work.

From the point of view of the development of research skills, a very important question is whether it is necessary to require the child, when starting his own research, to clearly formulate the problem, i.e. he determined what he would investigate, and then he began to act. Speaking formally, this is necessary. But besides formal reasoning, there is also a reality that should not be forgotten.

The proposition that the formulation of the problem must necessarily precede the study is only partially true. Formally, this is so, but the real process of creativity is always a step into the unknown. Therefore, the very formulation of the problem often arises only when the problem has already been solved. No matter how seditious it sounds, but a real researcher, starting a search, is far from always clearly aware of why he is doing this, and even more so he does not know what he will find in the end. In carrying out this part of the research work with the child, we tried to be flexible, it is not worth demanding a clear understanding and formulation of the problem. Its general, approximate characteristics are quite enough.

We believe that the act of creativity will be significantly impoverished if the researcher pursues a predetermined goal. The product of creativity is largely unpredictable; it cannot simply be deduced from initial conditions. Often the child does not know what he wants to say before he says something. Usually in research, the realization of the goal occurs in parallel with its achievement, as the problem is solved. Creativity is the creation of a new one, the transformation, the transformation of what existed at the beginning. Forming, discovering, clarifying, integrating the newly opened possibilities, the child at the same time concretizes and modifies the problem that confronted him at the beginning.

Therefore, we did not demand a clear verbal formulation of the research problem from the child either.

In the course of performing such tasks, we tried to refrain from criticism and, without stinting on praise, noted the most interesting, original versions. The method of observation only looks simple on the surface, but in practice it is not. We taught observation, and this is by no means an easy task.

An effective task for developing the ability to observe was our offer to consider some interesting and at the same time well-known objects for children, for example, autumn leaves. (trees, apples, etc.).

I or the teacher offered to pick up the leaves, carefully consider, determine the shape, name the colors. They also talked about where they grow and why every autumn they change color and fall off.

As an exercise to develop the ability to observe, the task is used "Observing the Obvious" .

One of the basic skills of a researcher is the ability to put forward hypotheses, to make assumptions. This requires originality and flexibility of thinking, productivity, as well as such personal qualities as determination and courage. Hypotheses are born as a result of logical (verbal) and intuitive thinking.

A hypothesis is a hypothetical, probabilistic knowledge that has not yet been proven logically and has not yet been confirmed by experience. Initially, the hypothesis is neither true nor false - it is simply not defined. As soon as it is confirmed, it becomes a theory; if it is refuted, it ceases to exist, turning into a false assumption. For children's research aimed at developing creative abilities, it is important to be able to develop hypotheses according to the principle "the bigger, the better" . Even the most fantastic hypotheses and provocative ideas are suitable for us.

Putting forward hypotheses, assumptions and non-traditional (provocative) ideas are important thinking skills that provide research search and, ultimately, progress in any creative activity.

How hypotheses are born. In professional research work, it usually happens like this: a scientist thinks, reads, talks with colleagues, conducts preliminary experiments (they are usually called aerobatics), as a result finds some kind of contradiction or something new, unusual. And most often this "unusual" , "unexpected" is found where everything seems clear and understandable to others. Cognition begins with surprise at what is ordinary, the ancient Greeks said.

Methods for testing hypotheses are usually divided into two groups: theoretical and empirical. The former involve relying on logic and analysis of other theories in which this hypothesis was put forward. Empirical methods for testing hypotheses involve observations and experiments.

So, hypotheses arise as possible solutions to the problem and are tested in the course of the study. The construction of hypotheses is the basis of research, creative thinking. Hypotheses allow you to find new solutions to problems and then - in the course of theoretical analysis, mental or real experiments - to evaluate their likelihood.

Thus, hypotheses provide an opportunity to see the problem in a different light, look at the situation from the other side.

The value of assumptions, even the most ridiculous, provocative ones, is that they make us go beyond ordinary ideas, plunge into the element of a mental game, risk, do something without which movement into the unknown is impossible.

There are also completely different, special, implausible hypotheses - they are usually called provocative ideas. It could be, for example, this idea: "Birds find their way south because they pick up special signals from space" .

Hypotheses, assumptions, as well as various provocative ideas allow you to set up real and thought experiments. To learn how to develop hypotheses, one must learn to think, to ask questions.

The genesis of questions is essential for understanding the process of development of a child's cognitive interests, because questions are a specific and clear indicator of the presence of such interests.

It has been established that a speech pathologist child, like an ordinary child, exhibits curiosity towards a wider range of phenomena than before; questions arise not only in connection with the perception of specific objects and phenomena, as it was before, but also in connection with the emerging ability to compare previous experience with a new one, find similarities or differences, and reveal connections and dependencies between objects and phenomena. Questions are determined by the desire for independence in solving the problems that have arisen, the desire to penetrate beyond the limits of the directly perceived, the ability to more indirect ways of knowing. All this is expressed in increasingly complex questions. The stability of cognitive interest is also evidenced by the fact that the child again and again turns to the object or phenomenon of interest.

We also singled out the creation of a friendly, relaxed atmosphere, encouragement not only for those actively participating in activities, but also for those who do not show the necessary initiative at the moment, and the absence of any criticism of children as indispensable conditions for holding all games and activities. This allows each child to feel confident that his questions will not be laughed at and that he will definitely be able to prove himself, even if next time.

The form of the games can be different - frontal or subgroup, but the latter, of course, gives the best effect.

One of the main components of human information culture can be considered the following activities:

• search for information;
• perception;
• classification;
• moral judgment (filtering information);
• treatment (analysis, synthesis);
• use of information.

Mastering the native language, the development of speech, is one of the important acquisitions of a child in preschool childhood, especially a child-logopath. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: phonemic, lexical, grammatical. With the integrated efforts of a speech therapist and educator, he is able to master the rules of sound design of words, pronounce them clearly and clearly, have a certain vocabulary, coordinate words in gender, number, case, accurately conjugate frequently used verbs. In addition, the child is able to talk about the events experienced, retell the content of the text, reveal the content of the picture, some phenomena of the surrounding reality.

The development of speech as a means of transmitting information and activating thinking can be successfully developed in the cognitive and research activities of children. Planning, decision, execution and analysis of any activity is impossible without a speech act, and how the child uses it, the attention of the teacher is necessary.

Little explorer... How to educate him? How to help a child learn not only to perceive the world around him in all its diversity, but also to understand patterns and connections? We get answers to these questions when organizing experimental, research activities of preschoolers with special educational needs.

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Municipal budgetary preschool educational institution

"Kindergarten No. 8 "Spark" of Poronaysk"

EXPERIMENTAL RESEARCH ACTIVITIES

AT SPEECH THERAPY CLASSES

Prepared by O.N. Beldy, teacher-speech therapist

December 2015

One of the fundamental principles of the Federal State Educational Standard of preschool education is the formation of cognitive interests and cognitive actions of the child in various activities.

It is through cognition that the development of children at preschool age is carried out. “Cognition is a category that describes the process of obtaining any knowledge by repeating ideal plans for activity and communication, creating sign-symbolic systems that mediate the interaction of a person with the world and other people.”

The development of the cognitive function of speech is closely connected with the mental upbringing of the child, with the development of his mental activity. In order to convey information, new knowledge and information, the word must first reveal the image of each object, its properties, qualities. Speech thinking is carried out on the basis of verbal meanings, concepts and logical operations. The formation of the subject relatedness of the word-name occurs simultaneously with the formation of the meanings of words and systems of meanings. L.S. Vygotsky called this connection “the unity of thinking and speech.” The concept arises in the process of intellectual operation.

It is known that in preschool children with general underdevelopment of speech, all aspects of speech suffer, as well as higher mental functions: memory, attention, thinking. This is confirmed by the data of a speech therapy examination of children of the senior group of the municipal budgetary preschool educational institution "Kindergarten No. 8" Ogonyok "of Poronaysk. Children have reduced verbal memory, low productivity of memorization. They forget the sequence of tasks, complex instructions, lag behind in the development of verbal and logical thinking. It is difficult for children to find the right words, to build a phrase correctly. Correctly understanding the logical interconnection of events, the child is limited only by their enumeration. In active speech, children most often use simple sentences or single words. The inability to designate causal relationships in words leads to the fact that they cannot compose a logical story, fully and fully answer the question. There is a lack of clarity and consistency of presentation. Most often, children are limited to listing objects or their individual parts. As an example, we give a story compiled by a child of 5 years old: “Machine. Steering wheel. Spin. Wheels. You have to travel."

Difficulties in mastering conceptual thinking by children, and, accordingly, learning new words, slow down the process of development of coherent speech. Therefore, the question arose in the search for new forms of work on the development of this function in older preschoolers with general underdevelopment of speech. As an activating means, we use cognitive research activity, since the development of speech and cognition are closely interconnected, and the cognitive development of the child, the development of his conceptual thinking is impossible without the assimilation of new words that express the concepts assimilated by the child, new knowledge and ideas consolidated by him.

The purpose of the cognitive research activity of preschoolers: the development of cognitive interests, needs and abilities of independent search activity on the basis of an enriched and formed emotional and sensory experience. The Chinese proverb “Tell me and I will forget, show me and I will remember, let me do and I will understand” reflects the tasks:

To form the ability to see the diversity of the world in the system of interconnections;

Develop observation, the ability to compare, analyze, generalize, develop cognitive interest in the process of research activities, establish a causal relationship, the ability to draw conclusions;

Develop speech.

Correctional and educational work is based on the integration of methods of cognition, which makes it possible to develop the cognitive, emotional and practical spheres of the child's personality in unity.

The lexical principle of constructing directly educational activity plays an important role in cognition. We actively use such forms of work as thematic days and weeks, thematic classes (“The Miracle Button”, “Our Flowering Plants”, “Peaceful Professions are Needed in the Army”).

Depending on the specific educational situation, we also use classes with the simplest experiments: “Where did the wind come from?” (combined with the development of proper speech breathing), "Journey of a Droplet", etc.. They deepen children's ideas about objects, phenomena, events, enrich their vocabulary, teach them to reason, draw conclusions, act independently, interact with a partner, a group, negotiate, listen and hear, express a common opinion. Example: the thematic lesson “Time for business, hour for fun” forms children's ideas about such an abstract concept as time, in particular about a minute. Children experimentally check how long time lasts, and determine the nature of its flow - long or fast. To do this, they are consistently offered games 1) "Keep quiet." While the sand is being poured in the hourglass, the speech therapist suggests just sitting and being silent.

2) The game "Who is faster?" (practical acquaintance with one minute)

(Each child has beads and laces.)

Speech therapist: On a signal, you need to string as many beads as possible on a string. The game will end as soon as the sand pours down. (Children string beads on laces, then count the beads). As a result, the children came to the conclusion that the same period of time can last differently depending on the type of activity.

The children subsequently expressed their ideas about time in a short collective story “The day is boring until the evening, if there is nothing to do.” Here is the content: Once Petya and Vanya went fishing. Petya threw a fishing rod into the river and waited, while Vanya decided to catch butterflies. Soon Vanya got bored of running after butterflies alone and he began to call Petya. And Petya has no time - he catches fish. Vanya did not catch a butterfly, and Petya had a full bucket of fish.

To activate and develop coherent speech, we use transformation games: “Living - inanimate”, “Wonderful bag”, “Yes - no”, “Guess the object”, “What first, what then”, “What is superfluous”, etc.

Transformation processes underlie the actions that we perform without even thinking. By pressing the switch, we will turn darkness into light, washing our hands with soap, we will make them clean from dirty ones, etc. Observing such processes and mastering the appropriate actions, the child learns to make transformations in a variety of situations. However, the development of the ability to transform in children occurs spontaneously and does not always reach a high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different aggregate states of the same substance may seem to him completely different objects.

The most difficult type of speech is reasoning, because it is closely related to dialogic communication and argumentation, i.e. The child must know what he is talking about. This is facilitated by tasks like:

- “Finish the sentence” (Petya didn’t go for a walk because ...) Then the children come up with: because it’s cold outside, because he got sick, etc.

- "Question-provocation": - Why does it snow in winter, and not rain? How are butterflies different from birds?

The child, expressing his thought, proving the correctness or incorrectness of his assumption (based on experience, from past experience), learns to reason, generalize the general opinion.

The most interesting is the assimilation of concepts that can be checked, touched, measured. For example, children and I experimentally test the smoothness or roughness of the leaves of indoor plants and learn to define them. “Geranium has a velvety leaf, and cyclamen has a smooth one”, “skin is smooth, and fur is fluffy”, etc.

In the course of small experiments, children have the opportunity to proactively speak out, share their experiences. We explored the temperature of the water, and the children came up with many definitions for it: warm, tepid, cool, pleasant, refreshing, cold, liquid, shiny. The activity of the teacher in this case is to give the opportunity to explore, to choose a method of action.

In conclusion, we want to say that the world of physical phenomena that surrounds the child provides great opportunities for the systematic development of the ability to transform as a component of general mental abilities. The development of speech and research activities are closely related. In the process of experimentation, preschoolers learn to set a goal, solve problems and test them empirically, draw conclusions, simple conclusions. They experience joy, surprise and even delight from their small and big “discoveries”, which cause children to feel satisfaction from the work done.

The effectiveness of our work in this direction is confirmed by the data of the final study of coherent speech. Assessing the performance of the proposed methodology "Successive Pictures", we noted that the children's performance in the lexical and grammatical formulation of the statement has improved with the adequate use of lexical means. To a lesser extent, stereotypical grammatical design and violation of word order are observed. Grammatical constructions used by children in the form of complex, common sentences.

Thus, the use of cognitive research activities as a means of correcting coherent speech can significantly improve the quality of speech in children with speech disorders.

Bibliography:

1. Vygotsky L.S. "Thinking and Speech" Ed. 5, rev. - Publishing house "Labyrinth", M., 1999. - 352 p.

2. Veraksa N.E., Galimov O.R. Cognitive and research activities of preschoolers. To work with children 4-7 years old. Moscow: Mosaic-Synthesis. 2012 - 78s.

3. Kasavin I.T. New Philosophical Encyclopedia: in 4 vols. M: Thought. Edited by V.S. Stepin. 2001

4. Levchenko I.Yu., Kiseleva N.A. Psychological study of children with developmental disorders. - M.: Ed. "Bibliophile". 2007 - 152 p.

5. Troshin O.V., Zhulina E.V. Logopsychology: Textbook.-M.: TC Sphere. 2005 - 256s.