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. 11 Skazka, Balakovo. Children have reduced verbal memory, low memorization productivity. 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 absolutely 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. “A geranium has a velvety leaf, and a 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.

Program content: To teach children to establish elementary connections in inanimate nature. Contribute to the accumulation in children of specific ideas about the properties of air. Continue to develop cognitive activity in children in the process of experimentation. To develop the speech of children in describing what they saw and establishing cause-and-effect relationships. Develop the ability to work together (in pairs), to help and support each other in difficult situations. Cultivate respect for the environment.

Preliminary work:
1. Conducting a conversation "Air on Earth";
2. Consideration of the encyclopedia "Our Planet";
3. Reading A. Lindgren "Carlson, who lives on the roof";
4. Free experimentation in the experimental activity corner.

Material: fans according to the number of children, magnifying glasses, disposable plates and spoons, bottles, glasses, a candle, a jar, paints, brushes, balloons, a disk, a Carlson doll.

Lesson progress:

Educator: Guys, today we received a sound letter to our group. Want to know who it's from? (Viewing an excerpt from the cartoon "Carlson, who lives on the roof", while the recording sounds)
My laboratory
Known to all, friends!
With great impatience
I am waiting for you today.
Any substance is a puzzle
Here you can recognize
But just excuse me
May I be late.
Recently I did an experiment
I messed up something
And as if invisible
Settled in with me
He plays with me
I don't see him
Try it find
Its you for me.

Educator: Guys, along with the letter, Carlson also sent a plan on how to get into his laboratory. Well, let's go to Carlson's laboratory? We will go exactly according to plan.

Educator: What a spacious, bright laboratory Carlson has. How many equipment for experiments.

Educator: Are we looking for the invisible?

Knock on the door. Carlson's toy appears.

Carlson: Hello guys! It's good that I made it. Now we will all look for the invisible together.

Experience number 1. Take a wide-mouthed glass beaker filled halfway with water. Color the water with watercolor. Take a smaller jar, one that easily fits into a large one. Holding the jar firmly by the bottom, gently lower the neck down into the tinted water. (Children observe and conclude that water is not included in the jar).

Educator: What is stopping her, because the jar is empty. Or not? Or maybe there is an invisible person lurking here? Is it possible to make it appear, to become visible? Shall we try?

Experience number 2. We take the same small jar and lower it into a basin of water, but with the neck up. (Children watch as air bubbles pop up at the jar and rush to the surface of the water).
Children: There was air in the jar, it is lighter than water, so the water filled the place in the jar.
Carlson: Guys, do you think there is air in the water?
(Children look at a glass of water, mark transparent bubbles on the walls of the jar).

Experience number 3. We carefully lower the spoon into the jar and begin to stir the water. The bubbles begin to swirl, gradually rise to the surface and disappear.
Children: Water also contains air.
Educator: Guys, let's assume: is there air in the soil? (Assumptions of children).
Educator: Let's check. Let's look through a magnifying glass, what is the soil made of? (Children look).
Children: Grains of sand, dust particles, dry blades of grass, glued together in lumps of different sizes.
Educator: Isn't the invisible air hiding here? Let's do an experiment.

Experience number 4. Children drop a lump of soil into a glass of water.
Children: Transparent bubbles appeared on the lumps and they are understood upwards.
Educator: This is the air that was inside the lump between grains of sand and blades of grass. The water went in and pushed him out. It floated up and mixed with the air around us. (Children conclude: there is air in the soil).
Educator: What conclusion can be drawn from these experiments?
Children: Air is everywhere. He is around us. Air takes up space. Available in water and soil.
Educator: Why don't we see it?
Children: The air is transparent and colorless. Has no smell and taste.
Carlson: That's how interesting! Can you feel the air?
Educator: Guys, take a fan in your hands and wave it near your face. From your movement, the surrounding air sways, and you seem to hear his voice: “I am!”, “I am around you!”

Physical education:
The fan blows the air
The fan is catching up with the wind.
Makes us wake up
Pull, smile!
Fan, fan like a bird
Likes to spin in the air.
So let's go with it guys
We fly like eagles.
Flew, rested
The air is deeply breathed.
Head left, right, sideways
The fan helped us warm up!

Educator: And now we'll have a little rest.
Children sing a verse from a song about a failed wizard.
Educator: I want to show you another experience, but I will do it myself. If you want to repeat it at home, then you definitely need to do it with adults.
Educator: How can you extinguish a candle without touching it or blowing it out?

Experience number 6. Light a candle. Hold a porcelain cup over a candle flame. The object darkened - covered with a layer of soot. The air is polluted.
Carlson: I flew by and saw black smoke coming out of the pipes.
I flew through the air
And the motor hummed.
Suddenly - a pipe, smoke above it,
I got over him.
I got lost in the smoke
What's wrong with me, I don't know.
I coughed and sneezed for a long time,
I even stopped seeing.
Here the question is clear to anyone!
Dirty air is dangerous to us,
Do not fly over the pipe -
You are risking yourself!

Carlson: Guys, what is the name of the city where you live? What factories are there in your city?
Children: Mashzavod, Nefteorgsintez, Nickelkombinat.
Educator: Guys, what should we do?
(Children offer to wear masks, come up with an air purifier).
Draw and leave in the laboratory.

Educator: We gave all your drawings to the factories and there design engineers will develop new air cleaners.
Carlson: Thank you guys for interesting discoveries. What do you enjoy doing in my lab the most? What do you remember? What did you find interesting?
In parting, I want to give you balloons. You now know what kind of invisibility hid in them.

Lesson duration: 25 minutes
Title: Lesson on experimental activities in the senior speech therapy group "In Carlson's laboratory"
Nomination: Kindergarten, Lecture notes, GCD, experimental activities

Position: teacher of the first qualification category
Place of work: MDOAU No. 106 "Pansies"
Location: Orsk, Orenburg region

Municipal budgetary preschool educational institution combined type kindergarten 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 for the development of speech in the process of cognitive research activities of older preschoolers was developed, 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 children-logopaths 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, careful attitude towards 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 absurd, 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.

A project is a way of organizing joint activities of an adult and a child to achieve a common goal. The founder of the projects, the American teacher William Kilpatrick, presented the educational process at school as a series of experiments. The knowledge gained in the process of one experience developed and enriched the subsequent experience. Design is understood as the ideal understanding and practical implementation of what should be. The didactic meaning of project activity lies in the fact that it helps to connect learning with life, forms research skills, develops cognitive activity, independence, creativity, the ability to plan, work in a team. Such qualities contribute to the successful education of children in school. It was on this basis that I decided to try to do a little research work with children.

Correctional classes at the logopoint of a comprehensive school are attended by first-graders with impaired sound pronunciation. The goal of a speech therapist is to prepare the child's articulatory apparatus for pronouncing sounds that are difficult for him with the help of special articulation exercises, to put (call) the sound, to fix it in the student's independent speech. At the first stage of work, it is necessary to form a “physiological image” of the sound.

Without understanding where and how the organs of articulation (lips, teeth, tongue) are located, when pronouncing a sound, it is impossible to reproduce the necessary articulatory positions, and, consequently, the production of sound becomes more complicated. Partially, the “physiological image” of sound can be explained with the help of articulatory gymnastics exercises, when, using game plots and subject pictures, speech therapists develop language mobility, its switchability, accuracy and sequence of movements. But not all children immediately perform the exercises correctly and reproduce the desired articulation pattern.



This is due to a number of reasons, for example, the absence of front incisors in first-graders does not provide support for the tongue when pronouncing certain sounds. In this regard, I decided to do a little research with the children. And since at the beginning of the school year the youngest students cannot do it on their own, and even more so to formalize the results, she attracted parents. Most of the first-graders - speech pathologists have a disturbed pronunciation of the sound [R], which is why the topic of our research work sounds like this "How to pronounce the sound [P]".

The purpose of the project: understanding by a child - a speech pathologist of the position of the organs of articulation when pronouncing the sound [P].

Tasks:

Find out which organs are involved in the formation of human speech,
- establish which of them take part in the pronunciation of the sound [R],
- to identify the features of the position of the organs of articulation when pronouncing the sound [Р]

Project type:

research, short-term, individual

Addressing:

The project is implemented within the framework of the Program of Correctional and Speech Therapy Work with Children with Sound Pronunciation Disorders

Project participants: 1st grade students
Age of participants: 6-7 years old

Implementation timeline: October 2012-13 academic year

Expected Result: conscious adoption of the correct articulation mode when pronouncing the sound R.
Intended criteria for evaluating the effectiveness of the project: the creation of a booklet that can be used by other children with speech impairments.

EXPERIMENTAL ACTIVITY OF CHILDREN

IN SPEECH THERAPY CLASSES.

Timakhova T.A.

To increase the effectiveness of corrective work in a speech therapy lesson, 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, what was explored by him independently.

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. You just need to find it and give it to the children, which will encourage them to similar finds and discoveries.

In speech therapy classes, children can not only learn something, but try, experiment on their own, gaining knowledge. We adapted to the individual characteristics of the children and included modified tasks and exercises in the content of some classes.

Letter Design. On the tables - sticks, threads, 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" - a variant of the exercise of constructing letters. How to get others from one letter? (Move the wand or add, combine junk, natural material, etc.)

The game "The word crumbled" (anagram). 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).

The game "Who will collect the most words." making up words to a certain syllable (for example: flour, fly, museum, garbage). Word choice to the given sound model. In front of the children is a diagram of colored chips denoting sounds. You need to pick up as many words as possible (mentally “fit” the words to the scheme). A complicated version of the work of children with a model is a riddle game. A certain word is guessed, children must guess with the help of leading questions: is it alive? inanimate? thing? what form? what is it made of?

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 word using the initial sounds or by the final sound of other words.

Replacement in a word of one sound (letter) to get a new word (metagram). For example: bunny - T-shirt - nut - seagull.

Formation of new words from the letters of the word. For example: ice cream - sea, knife, walrus, etc.

Word choice to this rhyme. For example: juice - wood, sock, belt, voice, etc.

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 (the game "Telegraph").

Rearrangement of words to get the desired phrase. For example: "Fatima has a beautiful doll."

Connecting parts of broken sentences. For example: “Falls sticky. Snow barks loudly. Ball".

Making up a story from two texts, read mixed.

Making a connected story from fragmentary phrases, phrases.

Reading text from the end to realize the inconvenience of such a reading.

Educational game "Read on the balls" (author Voskobovich and other similar games).

Solving puzzles (especially with the use of prepositions - the ability to choose the right preposition).

Crossword Guessing (words starting with a certain letter, thematic, etc.).

In organizing the experimental activities of children, we paid special attention to work on individual cards. First, cards with tasks published in the methodological literature were used. Then, seeing the children's interest in this kind of tasks, we made cards with tasks of increasing complexity. Completing tasks on individual cards is of great importance, both for children and for the teacher.

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;

They consolidate 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 educational problem and solve it independently;

Develop skills of self-control and self-esteem.

For the teacher:

Remove the difficulties of selecting didactic material for individual work with children;

Allows you to control the level of assimilation of program material;

Build relationships with children, especially those with little contact.

The work on the cards was carried out in individual lessons, as one of the types of control of frontal lessons, as well as during the correctional work of the child with the teacher and was recommended to parents for playing with children at home.

All tasks on the cards were accompanied by bright illustrations, which were protected with a special film, which made it possible for children to use felt-tip pens when completing tasks.

We offer a list of sample tasks - experiments that we conducted with children:

Make sound models of words, compare them.

Make a sound model of the word, mark the vowel sounds with letters.

How many sounds are there in a word? Write the number in the square.

Match the picture with the sound model.

Match pictures and sound patterns.

Correct the errors in the sound model of the word.

Choose one word for each sound model.

Match three words to the sound model.

Make up a word according to the first sounds of the names of the pictures.

Make up a word according to the second "sounds of the names of the pictures.

Make up a word according to the last sounds of the names of the pictures.

Determine the place of the sound [l] in words (at the beginning, middle, end).

Highlight the first sounds in the names of the pictures. Name the sounds paired with them in terms of hardness - softness.

Highlight the first sounds in the names of the pictures. Name the sounds paired with them by deafness - hardness.

Write the word in letters. What other words can be formed from these letters?

How many syllables are in a word? Write the number in the square.

Match the picture with the syllabary.

Match the pictures and the syllables.

Choose one word for each syllable pattern.

Make up a word according to the first syllables of the names of the pictures.

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 each word? Divide the word into syllables, put the stress.

Make a proposal according to the picture and graphic scheme.

Make up one sentence for each graphic scheme.

Kolesnikova E.V. Fun grammar for kids 5-7 years old. M., 2008.

Kolesnikova E.V. The development of sound-letter analysis in children 5-6 years old. M., 2000.

Pozhilenko EL. The magical world of sounds and words. M., 1999.

Uzorova O.V., Nefedova EL. 1000 words for phonetic (sound-letter) analysis. Development of phonemic hearing. M., 2007.

Card number 6. Connect pictures and syllabics