Research activities in the speech therapy group of a kindergarten
Project - a way of organizing joint activities adult and child to achieve common goal. The founder of the projects, American educator William Kilpatrick, presented educational process at school as a series of experiments. The knowledge gained during one experience developed and enriched subsequent experiences. Design means the ideal understanding and practical implementation of what should be. Didactic meaning project activities is that it helps to connect learning with life, forms research skills, develops cognitive activity, independence, creativity, the ability to plan, and work in a team. Such qualities contribute to children's successful learning at school. It was on this basis that I decided to try to conduct a little research work with the children.
Correctional classes at the speech center of a comprehensive school are attended by first-graders with sound pronunciation disorders. The goal of a speech therapist is to prepare the child’s articulation apparatus to pronounce sounds that are difficult for him with the help of special articulation exercises, put (call up) a sound, fix it in independent speech schoolboy. At the first stage of work, it is necessary to form a “physiological image” of 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 postures, and, consequently, sound production becomes more complicated. Partially, the “physiological image” of sound can be explained with the help of articulatory gymnastics exercises, when, using game plots and object pictures, speech therapists develop the mobility of the tongue, its switchability, accuracy and sequence of movements. But not all children immediately perform the exercises correctly and reproduce the desired articulatory pattern.
This is explained by 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 conduct a little research with the children. And since at the beginning school year the most junior schoolchildren They can’t do this on their own, much less document the results, so they got their parents involved. The majority of first-graders - speech pathologists - have impaired pronunciation of the sound [P], which is why the topic of our research work that's what it sounds like “How to pronounce the sound [R] correctly”.
The goal of the project: a child speech pathologist will understand the position of the organs of articulation when pronouncing the sound [P].
Tasks:
Find out which organs are involved in education human speech,
- establish which of them take part in the pronunciation of the sound [P],
-identify the peculiarities of the position of the organs of articulation when pronouncing the sound [P]
Project type:
research, short-term, individual
Addressing:
The project is being 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
Implementation deadlines: October 2012-13 academic year
Expected Result: conscious adoption of the correct articulatory pattern when pronouncing the sound R.
Suggested criteria for assessing the effectiveness of the project: creating a booklet that can be used by other children with speech impairments.
3.3 Analysis of the results of experimental speech therapy work (control experiment)
At the stage of the control experiment, which was carried out 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-formation skills in older children were analyzed. preschool age with erased dysarthria.
To conduct the survey, we used the technique of E.F. Arkhipova (1) (Appendix 2), which we used at the stage of the ascertaining experiment.
Individual, overall and group average values were analyzed. The performance of tasks by children in the experimental group is presented in Table No. 3.
Qualitative and quantitative analysis of task completion is presented as follows.
From the data presented it is clear that almost all children scored the same points. The highest total score for two children (20%) is (Andrey I., Ksyusha T.). They scored 23 points. The children coped well with the tasks on word formation of qualitative, relative and diminutive adjectives and nouns, and with the task on word formation of baby animals, where they showed a level above average (3 points). However, Andrey I. completed the task on word formation of possessive adjectives at a level below average, which corresponds to 1 point. He made mistakes in words such as (a slide of ice - an ice slide; the sun - a pine day; this one is washing - this one has already washed - instead of already erased, etc.).
Only one child (10%) received 22 points for completing tasks - (Sasha D.). He showed a high result when completing the task of word formation of diminutive nouns (4 points).
Katya K. - (10%) scored 19 points during the survey, but she had difficulties completing tasks on the differentiation of verbs formed in a prefixal way (mom sewed a button - mom embroidered a button), on 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 insufficient development of vocabulary.
During the survey, 20% of children (Masha K. and Olya P.) scored the same total scores (18 points). In many ways, their answers coincide, but there are also significant differences. Olya P. and Masha K. with tasks for differentiating owl verbs. and Nesov. type, word formation of feminine gender professions and differentiation of verbs formed in a prefixed way were performed at a below-average level (cuts hair - shenanigans; plays football - ball). They received a score of 3 points for completing the task of forming diminutive nouns.
20% of children (Kostya P. and Olya P.) scored 16 points. The highest score (3 points) for Kostya P. is observed when completing the task of forming relative adjectives. However, he showed a level below average (1 point) when completing a 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 scores - 17 points. Vanya M. has an above-average level (3 points) when completing tasks on the formation of possessive adjectives and the formation of diminutive nouns. Sveta L. scored 1 point in all indicators: with the exception of tasks on the word formation of diminutive nouns, the formation of the names of baby animals and the word formation of feminine professions. For completing them, Sveta L. received 3 points.
Most low rate The development of word-formation skills is still recorded in one child (10%) – (Nikita S.). He received a score of 12 points. Most of Nikita S.'s answers correspond to a level below average. During his work, Nikita S. was observed behavioral characteristics. He laughed, jumped out of his chair and ran.
The group average is 11.1.
Individual results by level are presented in Figures No. 11-No. 20.
Analysis of individual graphs shows that a high level of completion (100% - 75%) is observed when completing task No. 1 for one child (10%).
The level above average (75% - 50%) can be seen when completing task No. 1 - 7 people (70%); task No. 2 - 1 person (10%); task No. 3 – 2 people (20%); task No. 4 – 2 people (20%); task No. 5 – 4 people (40%); task No. 6 – 4 people (40%); task No. 8 – 1 person (10%); tasks No. 7, 9, 10 were completed at average and below average levels.
At the average level (50% - 25%) task No. 1 was completed by 2 people (20%); task No. 2 – 4 people (40%); task No. 3 – 3 people (30%); task No. 4 – 2 people (20%); task No. 5 – 2 people (20%); task No. 6 – 6 people (60%); task No. 7 – 1 person (10%); task No. 8 – 2 people (20%); task No. 9 – 7 people (70%); task No. 10 – 5 people (50%).
Task No. 2 was completed at a level below average (25% - 10%) - 5 people (50%); task No. 3 – 5 people (50%); task No. 4 – 6 people (60%); task No. 5 – 4 people (40%); task No. 7 – 9 people (90%); task No. 8 – 7 people (70%); task No. 9 – 3 people (30%); task No. 10 – 5 people (50%); tasks No. 1, 6 were completed at average and above average levels.
At a low level (up to 10%), not a single task was completed.
Thus, there was a positive dynamics in the formation and development of word-formation skills.
· On high level one task completed (No. 1);
· Completed 7 tasks at an above-average level (No. 1,2,3,4,5,6,8);
· Completed all 10 tasks at the intermediate level;
· Completed 8 tasks at a below-average level (No. 2,3,4,5,7,8,9,10);
· Not a single low-level task was completed.
The greatest difficulties arose for children when performing tasks on word formation by definitional type, differentiation of verbs formed in a prefixal way and differentiation of verbs of the perfect and imperfect types. We believe this is due to the fact that in children with mild dysarthria lexicon is very limited, in some cases the adequate choice of linguistic material is impaired, the search for nominative units is imperfect, words are often replaced by those that are similar in situation and purpose.
The children found it easiest to complete the task of word formation of diminutive nouns and adjectives and the formation of names of baby animals. It should be assumed that this is due to the fact that in the speech practice of children this material is often encountered. When playing with each other in a group, children use diminutive nouns in relation to animals (elephant-elephant, dog-dog), to inanimate objects(table-table, chair-chair), and in relation to another person (good - pretty, beautiful - pretty).
Thus, after carrying out correctional speech therapy work aimed at developing word-formation skills, we can conclude that the correctional speech therapy work at the stage of the formative experiment was successful. The goal of the study was achieved, and its 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 speech underdevelopment, etc.). This is a speech pathology, manifested in disorders of the phonetic and prosodic components of the speech functional system, and arising as a result of unexpressed microorganic damage to the brain (6).
Severe disturbances in sound pronunciation with erased dysarthria are difficult to correct and negatively affect the formation of phonemic and lexico-grammatical aspects of speech and complicate the process of schooling for children. Timely correction of speech development disorders is a necessary condition 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 from staging correct diagnosis The choice of adequate directions of correctional and speech therapy intervention for a child with erased dysarthria and the effectiveness of this intervention depend.
The problems of erased dysarthria were studied by such authors as G.G Gutsman, O.V. Pravdina (60), L.V. Melekhova (50), O.A. Tokareva (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.
Analysis of theoretical sources shows that erased dysarthria is a speech disorder characterized by the combinatorial nature of multiple disturbances in the process of motor implementation speech activity. The main symptom of a speech defect in erased dysarthria is phonetic disturbances, which are often accompanied by underdevelopment of the lexico-grammatical structure of speech. Violations of the phonetic side of speech are difficult to correct and negatively affect the formation of phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. Researchers note a lack of word-formation skills in these children, which complicates the process of school learning for children. Timely correction of violations and further development word-formation skills is a necessary condition for children’s readiness to learn school curriculum on various subjects.
We conducted an experimental study of the state of word-formation skills in preschool children with erased dysarthria. Two groups of preschool children with erased dysarthria at the kindergarten No. 133 took part in the study.
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. To conduct the examination, the technique of E.F. Arkhipova (1), which is intended for preschool children with erased dysarthria, was used. Based on the results of the examination, we came to the conclusion that the tasks were completed mainly at average and below average levels, i.e., word-formation skills in children with erased dysarthria are not sufficiently developed, which requires special correctional and speech therapy assistance.
The purpose of the formative experiment was to test tasks and exercises aimed at developing word-formation skills in children of senior preschool age with erased dysarthria. Based on methodological literature, we selected tasks and exercises aimed at developing word-formation skills in children with severe dysarthria. After conducting the formative experiment, we organized a control experiment to evaluate the effectiveness of correctional and speech therapy work on the formation and development of word-formation skills in children of senior preschool age with erased dysarthria. Based on the results of completing tasks for each child, individual, general and group average values were obtained.
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-formation skills.
As a result of the formative experiment, the group average for children in the experimental group increased by 25% and began to correspond to level 3. Thus, the formative experiment is successful. The goal of the study was achieved, and its hypothesis was confirmed.
Bibliography
1. Arkhipova E. F. Erased dysarthria in children: textbook. A manual for university students / E.F. Arkhipova. - M.: AST: Astrel: KHRANITEL, 2006.
2. Akhutina T.V. Generation of speech. Neurolinguistic analysis of syntax - M.: Education, 2003.
3. Balobanova V.P., Bogdanova L.G., Venediktova L.V. etc. Diagnosis of speech disorders in children and organization of speech therapy work in preschool conditions educational institution. – St. Petersburg: Detstvo-press, 2001.
4. Belova - David R.A. Reasons for underdevelopment of impressive and expressive speech in preschool children. Speech impairment in preschool children. – M., 2002.
5. Belova-David R.A. Clinical features of preschool children with speech underdevelopment. Speech impairment in preschool children. – M.: Astrel, 2002.
6. Beltyukov V.I. Interaction of analyzers in the process of perception and assimilation oral speech. – M.: Biblio, 2004.
7. Bogomolova A.I. Speech therapy manual for classes with children. – M.: St. Petersburg, Bibliopolis, 2004
8. Varentsova N.S., Kolesnikova E.V. Development of phonemic hearing in preschool children. – M.: Globus, 1997.
9. Vlasova T.A., Pevzner M.S. About children with developmental disabilities. M.: Bibioglobus, 2003.
10. Vygotsky L.S. Problems of defectology / Comp. T.M. Lifanova. M.: Education, 2005.
11. Vygotsky L.S. Thinking and speech. – M.: Labyrinth, 1996.
12. Gvozdev A.N. Issues in studying children's speech. – M., 1961.
13. Garkusha Yu.F. System correctional classes teacher in a kindergarten for children with speech disorders. – M.: Guardian, 1992.
14. Gorodilova V.I. Kudryavtseva M.Z. Reading and writing: learning and resolving deficiencies. Sat. Exercises to eliminate deficiencies. M.: St. Petersburg, Aquarium, Delta, 2005
15. Gusarova N.N. Conversations on the picture: Seasons. – St. Petersburg, 1998.
16. Gurovets G.V., Mayevskaya S.I. On the issue of diagnosing erased forms of pseudobulbar dysarthria // Questions of speech therapy, - M., 1982.
17. Gurevich M.O., Ozeretsky N.I. Psychomotor. M.. 2000. T 1–2.
18. Efimenkova L.N. Formation of speech in preschool children. – M., 1985.
19. Zhinkin N.I. Development of written speech of students M., 2006
20. Zhinkin N.I. Psychological foundations speech development. In defense of the living word. – M., 2002.
21. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children. – M.: St. Petersburg, 1990.
22. Zhukova N.S. Deviations in the development of children's speech: M, 2004.
23. Zhurova L.E., Elkonin D.B. On the issue of the formation of phonemic perception in preschool children. M.: Education, 1963.
24. Zalevskaya A.A. Issues of organization of the human lexicon in linguistic and psycholinguistic research. – Kalinin, 2004.
25. Zeeman M. Speech disorders in childhood. - M.: Astrel, 2002
26. Zikeev A.T. The main correctional directions of work on the development of speech of students of the second stage of education with limited speech abilities. // Defectology, 2007, No. 5.
27. Study of speech thinking in psycholinguistics./ Ed. E.F. Tarasova - M.: Omsk Globe, 2005.
28. Klimenko A.P. Lexical systematicity and its psycholinguistic study. – Minsk, 2004.
29. Koltsova M.M. Motor activity and development of child brain functions (the role of the motor analyzer in the formation of higher nervous activity). – M., 2003.
30. Karelina I.B. Differential diagnosis of erased forms of dysarthria and complex dyslalia // Defectology. – 2006. - No. 5–S. 10-14
31. Kashe G.A. Preparing children with speech impediments for school. – M., 1985.
32. Konovalenko V.V., Konovalenko S.V. Corrective work of a teacher in a preparatory school speech therapy group(for children with FFN). – M., 1998.
33. Konovalenko V.V., Konovalenko S.V. Development of coherent speech: Frontal speech therapy sessions in preparatory group for children with ODD (“Autumn”, “Winter”, “Spring”, “Person: me, my family, my home, my country”). – M.: Gnom i D, 2000-2001.
34. Konovalenko V.V., Konovalenko S.V. Formation of coherent speech and development logical thinking in children of senior preschool age with OHP. – M.: Gnom i D, 2001.
35. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in a preparatory group for children with functional disabilities. – M., 1998.
36. Kobzareva L.G., Kuzmina. Early diagnosis of reading impairment and its correction. – Voronezh, 2000.
37. Kolesnikova E.V., Telysheva E.P. Developing interest and ability to read in children 6-7 years old. – M., 1998.
38. Kolesnikova E.V. Development of phonemic hearing in preschool children. – M., 2002.
39. Correctional pedagogical work in preschool institutions for children with speech disorders / Ed. Garkusha Yu.F. – M.: Sekachev V.Yu., 2000.
40. Lalaeva R.I., Serebryakova N.V. Formation of vocabulary and grammatical structure of speech in preschool children with general speech underdevelopment. - St. Petersburg, 2001.
41. Leontyev A.A. Psychological structure meanings. Semantic structure of a word. – M., 2001.
42. Levina R.E. Writing impairment in children with speech underdevelopment. – M., 1961.
43. Speech therapy: Textbook. for students defectol. fak. ped. higher textbook institutions /Ed. L.S.Volkova, S.N.Shakhovskaya. – 3rd ed., revised. and additional – M.: Humanite. ed. VLADOS center, 2003. – 680 p. – (Correctional pedagogy). From 173 – 177.
44. Speech therapy. Methodological heritage: A manual for speech therapists and students. defectol. faculties of pedagogy universities / Under. ed. L.S. Volkova: In 5 books. – M.: Humanite. ed. VLADOS Center, 2003. – Book 1: Disorders of the voice and sound pronunciation side of speech: In 2 hours – Part 2. Rhinolalia. Dysarthria. – 304s. – (Library of a speech pathologist teacher). From 293 – 298.
45. Lopatina L. V. Techniques for speech therapy examination of preschoolers with an erased form of dysarthria and differentiation of their training // Defectology. – 2006. - No. 2. – P. 64 – 70.
46. Lopatina L. V. Differential diagnosis of erased dysarthria and functional disorders of sound pronunciation. Proceedings of the conference “Rehabilitation of patients with speech disorders.” – S. – Petersburg, 2000. – P. 177-182.
47. Markova A.K. Peculiarities of mastering the syllabic structure of words in children suffering from alalia // Reader on speech therapy / Ed. L.S. Volkova and V.G. Seliverstova. – M.: Humanite. ed. VLADOS Center, 1997. – T.2 – P. 41 – 51.
48. Martynova R.I. Comparative characteristics children suffering from mild forms of dysarthria and functional dyslalia // Reader on speech therapy: Tutorial for students of higher and secondary special pedagogical educational institutions: In 2 vols. T 1./Ed. L.S.Volkova and V.I.Seliverstova. – M.: Humanite. ed. VLADOS center, 1997. – p. 214 – 218 (Abridged from publication in the collection: Speech disorders and methods for their elimination./Ed. S.S. Lyapidevsky, S.N. Shakhovskaya. – M.: 1975. – P. 79-91.
49. Martynova R.I. About the psychological and pedagogical characteristics of children with dysarthria and dysarthria. Essays on pathology of speech and voice / Ed. S.S. Lyapidevsky. – M.: 1967 – From 98 – 99; 109 – 110.
50. Melekhova L. V. Differentiation of dyslalia. (Analysis of cases based on materials from a medical and pedagogical consultation at the defectology faculty of the Moscow State Pedagogical Institute named after V.I. Lenin) // Essays on the pathology of speech and voice. / Ed. S.S. Lyapidevsky. Vol. 3. – M.: 1967. From 80 – 85.
51. Mironova S.A. Speech development in preschoolers speech therapy classes. – M., 1991.
52. Nishcheva N.V. System correctional work in a speech therapy group for children with general speech underdevelopment. – St. Petersburg, 2001.
53. Novotortseva N.V. Learning to write. Teaching literacy in kindergarten. – Yaroslavl, 1998.
54. Nikolaeva S.M. From the experience of working on streamlining the grammatical structure of speech in students with mildly expressed OHP // Defectology. – 2000. - No. 1.
55. Fundamentals of the theory and practice of speech therapy / Ed. R.E.Levina – M., 1968 – P. 271 – 290
56. Paramonova L.G. Speak and write correctly. – St. Petersburg, 1996.
57. Pozhilenko E.A. A magical world of sounds and words. – M., 2001.
58. Psychocorrectional and developmental work with children / Ed. Dubrovina I.V. - M., 1999.
59. Povalyaeva M.A.: Speech therapist's reference book. – Rostov-on-Don: Phoenix, 2002.
60. Pravdina O.V. Speech therapy. - M.: 1969.
61. Speech disorders in children and adolescents / Ed. S.S. Lyapidevsky. - M.: 1969.
62. Pay E.F. Upbringing correct pronunciation in children. - M., Medgiz, 1961.
63. Sobotovich E.F., Chernopolskaya A.F. Manifestations of erased forms of dysarthria and methods of their diagnosis // Defectology. - M., 2004. - No. 4
64. Serebryakova N.V. Formation of word orientation in preschool children with an erased form of dysarthria // Differential diagnosis and correction of speech disorders in abnormal children. - L., 1989.
65. Spirova L.F., Yastrebova A.V. Examination of vocabulary and grammatical structure of speech. // Methods for examining speech disorders in children. – M., 1982.
66. Spirova L.F., Yastrebova A.V. To the teacher about children with speech disorders. – M., 1976.
67. Tikheyeva E.I. Speech development in children. – M., 1981
68. Tkachenko T.A. If a preschooler speaks poorly. – St. Petersburg, 1997.
69. Tkachenko T.A. In first grade - without speech defects. – St. Petersburg, 1999.
70. Tkachenko T.A. Speech therapy notebook. Formation and development of coherent speech. – St. Petersburg, 1998.
71. Tkachenko T.A. Speech therapy notebook. Development of phonemic awareness and sound analysis skills. – St. Petersburg, 1998.
72. Tokareva O.A. Functional dyslalia. //Speech disorders in children and adolescents /Ed. S.S. Lyapidevsky. – M.: 1969. – P. 104 – 107.
73. Filicheva T.B. Raising and teaching preschool children with
phonetic-phonemic underdevelopment. – M., 2002.
74. Filicheva T.B., Cheveleva N.A. Speech therapy work in a special kindergarten. – M., 1987.
Chair-chair), and in relation to another person (good - pretty, beautiful - pretty). To increase the effectiveness of a speech therapist’s work in teaching word formation to preschool children with erased dysarthria, we have developed guidelines. Incorrect use of lexical and grammatical means of language by a child with mild dysarthria is due to articulatory...
With erased dysarthria 2.1 Purpose and objectives of the study During the research, the following goal was set: to identify the level of formation of the grammatical structure of speech (functions of inflection and word formation) in children of senior preschool age with erased dysarthria and to determine the main directions of the necessary correctional work. To achieve this goal, the study decided...
...); § reproduction initial form words (horse - horse, cow - cow) Summarizing the above, we can conclude that the development of word formation of animal names in children is delayed mental development at a low level. Formation of nouns with a feminine meaning When completing the task for the formation of nouns with a feminine meaning, we received...
Experimental games in speech therapy classes are used to increase the effectiveness of correctional work.
“Tell me and I’ll forget.
Show me and I will remember
Let me try and I’ll understand.”
/Chinese proverb/
To increase the effectiveness of correctional work in speech therapy classes in kindergarten, along with other types of work, experimental games are used.
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 one’s own positive attitude and emotions, do not become useful.
The child answers questions during class, but this work does not affect his thoughts, does not arouse interest, and 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 captivate them.
In speech therapy classes, children can not just learn something, but try and experiment on their own, gaining knowledge.
Learn by playing and experimenting! What is a game, an experiment?
A game is a didactic and socially important type of activity that fosters the ability to react collectively and act collectively.
It is the game that allows each child to feel like a subject, to express and develop their personality.
V.A. Sukhomlinsky wrote:
“There are no more serious people in the world than children. While playing, they not only laugh, but also feel deeply and sometimes suffer.”
And an experiment is “a test, an experience, an attempt to accomplish something”
Through experimental games in speech therapy classes, the following are implemented: tasks:
- expansion and deepening of information about the world around us, the formation on this basis of a system of ideas;
- development of mental operations in children - analysis, synthesis, comparison, generalization;
- development of children's speech, teaching them the interrogative form of speech interaction;
- formation of the need to organize cognitive communication with adults;
- development of abstract and logical thinking in children.
Examples of experimental games
I will give examples of experimental games used in speech therapy classes in a compensatory group for children with disabilities (speech impairment-OND).
First of all, we try to connect children’s experimental activities with the lexical topic being studied.
What does this give?
- The lexical and grammatical means of the language are being consolidated,
- Coherent speech develops
- Logical thinking.
- And most importantly, children learn to pose a question, analyze, find the correct answer and draw a conclusion.
I. Theme "Fruits".
Two plates covered with napkins are brought in (two apples: one green, the other red)
A riddle to help you understand what's on the plates:
Round, rosy,
I'm growing on a branch.
Adults love me
And little children. (apple)
Generalization (what is this vegetable or fruit?)
Color, shape.
What can you cook? What should I call it?
Question: without tasting, can you determine which of these apples is sweet and which is sour?
Children's answers. We taste it, find the correct answer, and draw conclusions.
2 options:
Green apple is sweet, red apple is sour,
Both green and red apples are sweet.
II. Theme "Toys"
“Which is heavier?”
Two toy cockerels, identical in size, but one is made of clay, the other is made of plastic.
Question: which toy is heavier?
Children's answers. We try it and draw conclusions: a clay toy is heavier.
Experimental games with a ball.
Riddle about the ball:
Round, smooth and pot-bellied -
The guys hit him hard.
Why is the poor guy being beaten?
Because he's inflated.
What material can the ball be made from, what will it be called?
What can the ball do? (jump, roll, you can throw it, etc.)
What ball? (sign words).
Experiment options:
a) take two balls of the same size, only one is made of rubber, the second is made of plastic.
Question: Which ball will bounce when it hits the floor?
Children's answers.
Children hit the ball one by one on the floor and draw conclusions.
b) Two balls, identical in size and both rubber. We don’t touch one ball, we make a hole in the other, what will happen?
Children's answers.
Can such a ball jump and jump? Children's answers.
Now let's check it out. Children are asked to knock on the floor first with a deflated ball, then with a regular one.
Is there a difference, what is the reason?
Conclusion: the more air in the ball, the better it bounces.
c) Drown a deflated ball in water, an ordinary one.
The question is raised
Children's answers
With the help of a demonstration we confirm the correct answer.
Let's draw conclusions.
“What floats and what sinks? »
Two spoons: one made of metal, the other made of wood.
Which of these spoons will sink and which won't? Why?
Children draw conclusions: wooden objects do not sink, iron objects do.
Experimental games with sand.
We spend it outside in the sandbox, aimed at developing tactile sensitivity and fine motor skills of the hands.
1) "Kulichiki"
One part of the sandbox is filled with dry sand, and the other is watered.
What type of sand can be used to make Easter cakes, dry or wet?
2) “Walk” your palms along the surface of the sand, performing different movements.
Question: on which half of the sandbox are the tracks more clearly visible, where is the dry sand or the wet one?
Children's answers.
“In how many ways can a person move? »
Goal: development of general motor skills, activation of verbal vocabulary in children’s speech.
- is the person alive or dead?
- By what signs can you tell that he is alive?
Assignment: Come up with different ways to move and get to the pin.
We find out who has come up with the most methods of transportation, conclusions are drawn that a person can use a huge number of different ways movement.
Approximate options: jump on one (two) legs, walk, crawl on your stomach, back, on all fours, dance, roll, etc.
“How many ways can you get drunk?”
Goal: to develop children's thinking abilities.
Approximate options are to drink from a mug, sip from a saucer, drink through a straw.
“How many ways can you eat bread?”
Goal: to develop children’s thinking abilities, to activate adjectives and verb vocabulary in children’s speech. Materials and equipment for each child, all this must be clean and meet hygienic standards.
Question: what kind of bread is there (white, black, sweet, sour, fresh, tasty, etc.)
Come up with different ways to eat bread.
Approximate options: cut off, break off, bite off, pinch off, take with your lips, feed someone.
The results are summed up and it is revealed who has come up with the most ways to eat bread.
Conclusions are drawn: a person can use a large number of different ways to eat bread.
Thus, in the process of correctional and developmental work, including new techniques and methods, in particular games and experiments, favorable conditions are created for correcting deficiencies in speech development, in the personal, cognitive, emotional-volitional spheres.
Pimkina I.N.,
teacher speech therapist
The child cannot yet find answers to his questions on his own.
teachers help him. This is where the method of problem-based learning arose,
which consists of questions (logically developing thinking),
modeling problem situations, experimenting, solving
crosswords, charades, puzzles, etc.
A lesson summary is provided.
Download:
Preview:
Apply these methods
Cognitive-search research activities in speech development classes.
Teacher-speech therapist MBDOU combined type kindergarten No. 122, Molchanova A.G.,
Khabarovsk
From birth, a child is a discoverer, an explorer of the world that surrounds him.
Everyone knows that five-year-old children are called “why kids.”
The cognitive activity of children at this age is very high: every
teacher's response to children's question raises new questions.
The child cannot yet find answers to his questions on his own.
teachers help him. This is where the method of problem-based learning arose,
which consists of questions (logically developing thinking),
modeling problem situations, experimenting, solving
crosswords, charades, puzzles, etc.
The main goal of this method is to develop creative personality child.
The tasks of the problem-based learning method are specific to each
age.
IN younger age this is entering a problematic gaming situation,
formation of initial prerequisites for search activity.
At an older age it is:
- formation of prerequisites for search activity and intellectual initiative;
- developing the ability to apply these methods that contribute to
Solving assigned problems using various options;
- developing a desire to use special terminology, conducting a conversation in the process of joint research activities.
It has been proven that involving children in search activities increases learning different knowledge and skills, develops mental activity, independence, and intelligence.
The use of lexical and grammatical games in work contributes to
children's acquisition of grammatically correct speech skills.
Such games include:
1.Sensory games.
(What does the word do - looks, listens, moves, etc.)
2. Character games.
(Modeling the content of the word)
3.Logic games.
(Search for the origins of word formation, establishing cause-and-effect
connections, use of a cause-and-effect chain)
4. Linking the content of a word with its initial form.
(perception of phonetic-phonemic image and pronunciation of the word -
analysis, errors in word structure).
5.Spatial games.
6.Games with the same root words:
a) formation of words of some part of speech
(whiteness - white,
whitening - turning white,
white - turning white)
b) formation from all parts of forms
Roda (protein – proteins
White – white)
Numbers (protein - proteins
white - white
Turns white - turns white)
c) the formation from all parts of speech of forms that clarify semantic shades
by using:
Prefixes (whitewash,
Whiten)
Suffixes (white,
Whitening)
Interfixes (white-barrel)
Postfixes (white - ka)
Case endings
(protein - squirrel,
White - white)
Conjugation endings
(turning white - turning white - turning white)
7. Games with words - antonyms
(words backwards)
The symbol of this game can be an upside down man.
8. Games of contradictions."
“Fedot, but not that one”, “I don’t see..., but on the contrary”, “The third (4-5) is extra
9. Bridge Games.”
Selection of intermediate words for a gradual transition from one
antipode to another (heat - warmth - cold)
10. Grammar games:
- "True False"
- “Stubborn words” - indeclinable nouns(coffee,…)
11. Games with cards, pictograms, diagrams, models...
12. Analogy games.
Continuation of the synonymous series started by the teacher
(big-huge-huge, etc.).
13.Games for classifying objects.
14. Games with figurative expressions.
Definition figurative meaning words (hands are tree branches)
Coming up with comparisons (hands, paws, pitchforks, wings,...)
15. Games with riddles, proverbs, sayings.
Guessing
A selection of different statements about the same thing.
Interpretation of phrases, proverbs, sayings in your own words.
16.Games with rhyming words.
(I am a poet, I am a writer)
17. Games on sound connections of words.
(smoke - house, entered - left)
18. Games with words and sentences.
- “Add-ons” - selection of epithets, signs, actions
(bread - fluffy, fragrant, soft, rosy,...)
Comparison riddles
(with a tail, not a turnip mouse)
- “Chains of words”
(Coming up with phrases following one after another:
(The cat laps milk. The cow gives milk. The cow grazes in the meadow.
etc.)
- “Gatherings - bandages”
Promotion of the plot one word at a time (winter...)
- "Composition"
Making up general plot based on words from related
(tram - bus), distant (tram - forest), opposite
(day Night).
The method of problem-based search (project) learning is relevant and
very effective. It gives the child the opportunity to experiment,
synthesize acquired knowledge, develop creative abilities
and communication skills, which allows him to adapt to the changed situation of school learning.
MESSAGES.
Subject: " Cognitive-search speech activity"
EXPERIMENTAL ACTIVITIES OF CHILDREN
AT Speech Therapy Classes.
Timakhova T.A.
To increase the effectiveness of correctional work in speech therapy classes, along with other types of work, it is recommended to use 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 one’s own positive attitude and emotions, do not become useful. This is dead weight. During class, the child writes, reads, answers questions, but this work does not affect his thoughts and 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 captivate them. You can always find something interesting and exciting. You just need to find it and serve it to the children, which will encourage them to make similar finds and discoveries.
In speech therapy classes, children can not just learn something, but try and experiment on their own, gaining knowledge. We adapted to the individual characteristics of children and included modified tasks and exercises in the content of some classes.
"Construction of letters." On the tables there are sticks, strings, buttons, pencils. Children are asked to lay out different letters. They must choose the material most convenient for laying out these letters.
“Letter reconstruction” is a variant of the letter construction exercise. How to get others from one letter? (Move the stick or add, combine waste, natural material etc.)
Game "The Word Has Scattered" (anagram). On the board is a word with a changed order of letters (this can result in not one word, but several, for example: pine - pump, grater - actor).
Game "Who can collect the most words." Making up words to a specific syllable (for example: flour, fly, museum, garbage). Choice of words to a given sound model. In front of the children is a diagram of colored chips representing sounds. You need to select as many words as possible (mentally “fit” the words to the diagram). A more complicated option for children to work with a model is a riddle game. A certain word is guessed, children must guess with the help leading questions: it's alive? inanimate? item? what shape? what is it made of?
Selecting words for syllable patterns. Name words consisting of one syllable, two or three syllables - with emphasis on the first, second, third syllable, etc.
Composing a word using the initial sounds or the final sound of other words.
Replacement in a word of one sound (letter) to obtain a new word (metagram). For example: bunny - T-shirt - nut - seagull.
Formation of new words from the letters of a given word. For example: ice cream - sea, knife, walrus, etc.
Choice of words to this rhyme. For example: juice - fishing line, sock, belt, little voice, etc.
Working with isographs. In the pictures, the words are written in letters, the arrangement of which resembles the image of the object about which we're talking about.
Making proposals using graphic diagrams (game “Telegraph”).
Rearranging words in order to obtain the desired phrase. For example: “Fatima has a beautiful doll.”
Connecting parts of broken sentences. For example: “Falls sticky. Snow barks loudly. Ball".
Writing a story from two texts read alternately.
Writing a coherent story from fragmentary phrases and phrases.
Reading text from the end to realize the inconvenience of such a reading.
Educational game “Read on the marbles” (author Voskobovich and other similar games).
Solving puzzles (especially with the use of prepositions - the ability to choose the right preposition).
Solving crossword puzzles (words starting with a specific letter, thematic, etc.).
Special attention In the organisation experimental activities We put the children to work individual cards. First we used cards with tasks published in methodological literature. Then, seeing the children’s interest in this type of task, we made cards with tasks of increasing complexity. Completing tasks on individual cards has great importance, both for children and for the teacher.
For children:
Provide a minimum level of phonemic, sound-letter, graphic, cognitive tools, which make it possible to move on to the next stage of learning - reading;
Create conditions for children’s orientation and research activities;
Develop various aspects mental activity: attention, thinking, memory, speech;
They consolidate the stock of existing ideas about the sound-letter side of a word, the degree of preparedness of the hand to perform graphic skills;
They develop the ability to understand a learning task and solve it independently;
They develop self-control and self-esteem skills.
For the teacher:
Relieves the difficulties of selecting didactic material when individual work with kids;
Allows you to control the level of absorption program material;
They build relationships with children, especially those with little contact.
Work on the cards was carried out in individual lessons, as one of the types of control of frontal classes, as well as during correctional work between a child and a teacher, and was recommended to parents for playing with their 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 and compare them.
Make a sound model of the word, labeling vowel sounds with letters.
How many sounds are there in a word? Write the number in the square.
Connect the picture with the sound model.
Connect pictures and sound models together.
Correct 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 based on the first sounds of the names of the pictures.
Make up a word based on the second sounds of the names of the pictures.
Make up a word based on 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 their paired sounds based on hardness and softness.
Highlight the first sounds in the names of the pictures. Name the sounds paired with them according to their deafness - hardness.
Write the word in letters. What other words can be made from these letters?
How many syllables are in a word? Write the number in the square.
Connect the picture with the syllable diagram.
Connect the pictures and syllable patterns with each other.
Choose one word for each syllable pattern.
Make up a word using the first syllables of the picture names.
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 there in each word? Divide the word into syllables and add stress.
Make a proposal based on the picture and graphic diagram.
Write one sentence for each graphic diagram.
Kolesnikova E.V. Fun grammar for children 5-7 years old. M., 2008.
Kolesnikova E.V. Development of sound-letter analysis in children 5-6 years old. M., 2000.
Pozhilenko EL. A magical world of sounds and words. M., 1999.
Uzorova O.V., Nefedova E.L. 1000 words for phonetic (sound-letter) analysis. Development of phonemic hearing. M., 2007.
Card No. 6. Connect pictures and syllable patterns together