home

Research activities in the speech therapy group of the kindergarten

Project is a way of organizing joint activities adult and child to achieve common purpose. The founder of the projects, American educator William Kilpatrick, represented educational process at school as a series of experiences. 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. 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, 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 articulation apparatus for pronouncing sounds that are difficult for him with the help of special articulation exercises, put (call) a sound, fix it in independent speech schoolboy. 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 school year the most junior schoolchildren they cannot do it on their own, let alone formalize the results, 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 that's how it sounds "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 [R].

Tasks:

Find out which organs are involved in education 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.

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 Salt No. 133", the results of experimental speech therapy work on the development of word-building skills in older children were analyzed preschool age with obliterated dysarthria.

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 for 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.

Most low rate development of word-building skills, as before, was recorded in one child (10%) - (Nikita S.). He received a score of 12 points. Most of Nikita S.'s answers are below average. During work, Nikita S. had behavioral features. 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.

· On the high level completed one task (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 vocabulary is very limited, in some cases an adequate choice of linguistic material is violated, there is an imperfection in the search for nominative units, often words are replaced by those close in 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), 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-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 necessary condition psychological readiness of children to study at school, creates the preconditions for the earliest social adaptation of preschool children with speech disorders (7). This is extremely important, since from setting correct diagnosis the choice of adequate directions of corrective and speech therapy impact on a child with erased dysarthria and the effectiveness of this impact 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. 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. 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 word-building skills is a necessary condition for the readiness of children to learn school curriculum on different 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.

Bibliography

1. Arkhipova E.F. Erased dysarthria in children: textbook. A manual for university students / E.F. Arkhipova. - M.: AST: Astrel: GUARDIAN, 2006.

2. Akhutina T.V. Generation of speech. Neurolinguistic Analysis of Syntax - M.: Enlightenment, 2003.

3. Balobanova V.P., Bogdanova L.G., Venediktova L.V. Diagnosis of speech disorders in children and the organization of speech therapy work in preschool educational institution. - St. Petersburg: Detstvo-press, 2001.

4. Belova - David R.A. Causes of underdevelopment of impressive and expressive speech in preschool children. Speech disorders in preschool children. - M., 2002.

5. Belova-David R.A. Clinical features of preschool children with speech underdevelopment. Speech disorders 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.: SPb., Bibliopolis, 2004

8. Varentsova N.S., Kolesnikova E.V. The development of phonemic hearing in preschoolers. – M.: Globus, 1997.

9. Vlasova T.A., Pevzner M.S. About children with developmental disabilities. Moscow: 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. Questions of studying children's speech. - M., 1961.

13. Garkusha Yu.F. System remedial classes kindergarten teacher for children with speech disorders. - M.: Keeper, 1992.

14. Gorodilova V.I. Kudryavtseva M.Z. Reading and writing: learning and correcting shortcomings. Sat. Troubleshooting exercises. M.: St. Petersburg, Aquarium, Delta, 2005

15. Gusarova N.N. Picture Conversations: Seasons. - St. Petersburg, 1998.

16. Gurovets G.V., Maevskaya 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 preschoolers. - 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 the general underdevelopment of speech in preschool children. – M.: SPb, 1990.

22. Zhukova N.S. Deviations in the development of children's speech: M, 2004.

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

24. Zalevskaya A.A. Questions of the 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 corrective directions of work on the development of speech of students of the second stage of education with limited speech capabilities. // Defectology, 2007, No. 5.

27. The study of speech thinking in psycholinguistics./ Ed. E.F. Tarasova - M .: Omsk Globe, 2005.

28. Klimenko A.P. Lexical system and its psycholinguistic study. – Minsk, 2004.

29. Koltsova M.M. Motor activity and development of the child's 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. Preparation for school of children with speech impediments. - M., 1985.

32. Konovalenko V.V., Konovalenko S.V. Correctional work of the educator in the preparatory speech therapy group(for children with FFN). - M., 1998.

33. Konovalenko V.V., Konovalenko S.V. Development of coherent speech: Frontal speech therapy classes in preparatory group for children with OHP (“Autumn”, “Winter”, “Spring”, “Man: me, my family, my home, my country”). - M .: Gnome and D, 2000-2001.

34. Konovalenko V.V., Konovalenko S.V. Formation of coherent speech and development logical thinking in older preschool children with OHP. - M .: Gnome and D, 2001.

35. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with FFN. - M., 1998.

36. Kobzareva L.G., Kuzmina. Early diagnosis of reading disorders and its correction. - Voronezh, 2000.

37. Kolesnikova E.V., Telysheva E.P. Development of interest and ability to read in children 6-7 years old. - M., 1998.

38. Kolesnikova E.V. The development of phonemic hearing in preschoolers. - M., 2002.

39. Correctional and 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 underdevelopment of speech. - SPb., 2001.

41. Leontiev A.A. Psychological structure values. Semantic structure of the word. - M., 2001.

42. Levina R.E. Writing disorders in children with speech underdevelopment. - M., 1961.

43. Speech therapy: Textbook. for stud. defectol. fak. ped. higher educational institutions / Ed. L.S. Volkova, S.N. Shakhovskaya. - 3rd ed., revised. and additional – M.: Humanit. ed. center VLADOS, 2003. - 680 p. – (Correctional Pedagogy). From 173 - 177.

44. Speech therapy. Methodological heritage: A guide for speech therapists and students. defectol. faculties of ped. universities / Under. ed. L.S. Volkova: In 5 books. – M.: Humanit. ed. Center VLADOS, 2003. - Book 1: Violations of the voice and the sound-producing side of speech: At 2 hours - Part 2. Rhinolalia. Dysarthria. - 304s. - (Library of a defectologist teacher). From 293 - 298.

45. Lopatina L. V. Methods of speech therapy examination of preschoolers with an erased form of dysarthria and differentiation of their education// Defectology. - 2006. - No. 2. - S. 64 - 70.

46. Lopatina L. V. Differential diagnosis of erased dysarthria and functional disorders of sound pronunciation. Materials of the conference "Rehabilitation of patients with speech disorders". - S. - Pb., 2000. - C 177-182.

47. Markova A.K. Features of the assimilation of the syllabic structure of the word in children suffering from alalia // Reader in speech therapy / Ed. L.S. Volkova and V.G. Seliverstov. – M.: Humanit. ed. Center VLADOS, 1997. - V.2 - S. 41 - 51.

48. Martynova R.I. Comparative characteristics children suffering from mild forms of dysarthria and functional dyslalia // Reader in speech therapy: Tutorial for students of higher and secondary specialized pedagogical educational institutions: In 2 vols. T 1./Ed. L.S. Volkova and V.I. Seliverstov. – M.: Humanit. ed. center VLADOS, 1997. - p. 214 - 218 (With abbreviations from the publication in the collection: Speech Disorders and Methods for Their Elimination. / Edited by S.S. Lyapidevsky, S.N. Shakhovskaya. - M .: 1975. - C 79-91.

49. Martynova R.I. On the psychological and pedagogical characteristics of children - dyslatics and dysarthria. Essays on the pathology of speech and voice / Ed. S.S. Lyapidevsky. - M.: 1967 - C 98 - 99; 109-110.

50. Melekhova L. V. Differentiation of dyslalia. (Analysis of cases based on the materials of the medical and pedagogical consultation at the defectological faculty of the Moscow State Pedagogical Institute named after V.I. Lenin) / / Essays on the pathology of speech and voice. / Ed. S.S. Lyapidevsky. Issue. 3. - M.: 1967. From 80 - 85.

51. Mironova S.A. The development of speech of preschoolers on speech therapy classes. - M., 1991.

52. Nishcheva N.V. System corrective work in a speech therapy group for children with general underdevelopment of speech. - SPb., 2001.

53. Novotortseva N.V. Learning to write. Literacy education in kindergarten. - Yaroslavl, 1998.

54. Nikolaeva S.M. From the experience of work on streamlining the grammatical structure of speech in students with mildly pronounced OHP / / Defectology. - 2000. - No. 1.

55. Fundamentals of the theory and practice of speech therapy / Ed. R.E. Levina - M., 1968 - S. 271 - 290

56. Paramonova L.G. Speak and write correctly. - St. Petersburg, 1996.

57. Pozhilenko E.A. The 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.: Handbook of a speech therapist. - 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 for their diagnosis // Defectology. - M., 2004. - No. 4

64. Serebryakova N.V. Formation of orientation to the word 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. Teacher about children with speech disorders. - M., 1976.

67. Tikheeva E.I. The development of speech in children. - M., 1981

68. Tkachenko T.A. If the preschooler does not speak well. - St. Petersburg, 1997.

69. Tkachenko T.A. In the first class - no speech defects. - St. Petersburg, 1999.

70. Tkachenko T.A. Logopedic notebook. Formation and development of coherent speech. - St. Petersburg, 1998.

71. Tkachenko T.A. Logopedic notebook. Development of phonemic perception 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. - From 104 - 107.

73. Filicheva T.B. The upbringing and education of preschool children with

phonetic-phonemic underdevelopment. - M., 2002.

74. Filicheva T.B., Cheveleva N.A. Speech therapy in a special kindergarten. - M., 1987.

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 preschool children with erased dysarthria to word formation, we have developed guidelines. 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 initial form words (a horse has a horse, a cow has a cow) Summing up the above, we can conclude that the development of word formation of animal names in children is delayed mental development 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 ...

Experimental games in speech therapy classes are used to improve the efficiency of correctional work.

“Tell me and I will forget.
Show me and I will remember
Give me a try and I'll understand"
/Chinese proverb/

To increase the efficiency of corrective work in a speech therapy lesson 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 their own positive attitude, emotions, do not become useful.

The child answers questions in the lesson, 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.

In speech therapy classes, children can not only learn something, but try, experiment on their own, gaining knowledge.

Learn by playing, experimenting! What is a game, an experiment?

A game- this is a didactic and socially important type of activity, educating the ability to collectively respond, act collectively.

It is the game that allows each child to feel like a subject, to show and develop his personality.

V.A. Sukhomlinsky wrote:

“There are no people in the world more serious than children. While playing, they not only laugh, but also deeply worry, sometimes suffer.”

And an experiment is “a trial, experience, an attempt to implement something”

Through games-experiments in speech therapy classes, the following tasks:

expansion and deepening of information about the surrounding world, the formation of a system of ideas on this basis;
the 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 for organizing cognitive communication with adults;
development of abstract and logical thinking of 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 disorder-OHP).

First of all, we try to connect the children's experimental activity with the lexical topic being studied.

What does it give?

There is a consolidation of the lexical and grammatical means of the language,
Connected speech develops
Logical thinking.
And most importantly, children learn to ask questions, analyze, find the right answer and draw a conclusion.

I. Theme "Fruit".

Two plates covered with napkins are brought in (two apples: one green, the other red)

A riddle that helps to understand what is on the plates:

round, ruddy,
I grow on a branch.
adults love me
And little kids. (apple)

Generalization (what is a vegetable or a fruit?)

Color, shape.

What can be cooked? How to call it?

Question: without tasting, determine which of these apples is sweet and which is sour?

Children's answers. We taste, we find the correct answer, we draw conclusions.

2 options:

Green apple is sweet, red is sour,

Both green and red apples are sweet.

II. Theme "Toys"

"What's harder?"

Two toy cockerels, identical in size, but one made of clay, the other made of plastic.

Q: Which toy is heavier?

Children's answers. We try, we draw conclusions: a clay toy is heavier.

Ball experiments.

Ball riddle:

Round, smooth and pot-bellied -
The guys hit him hard.
Why are they beating the poor guy?
Because he's puffed up.

What material can the ball be made of, what will it be called?
What can a ball do? (jump, roll, throw, 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 of the balls will bounce when it hits the floor?

Children's answers.

Children alternately hit the ball on the floor and draw conclusions.

b) Two balls, the same size and both rubber. We do not touch one ball, we will make a hole in the other, what will happen?

Children's answers.

Can such a ball jump, jump? Children's answers.

Now let's check. Children are invited 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 jumps.

c) Drown a deflated ball in water, ordinary.

The question is posed

children's answers,

Demonstrate the correct answer.

We draw conclusions.

“What floats, 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 ones sink.

Games-experiments with sand.

We spend on the street 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, the other part is watered.

What kind of sand can be used to make "kulki" from dry or wet?

2) "Walk" with your palms on the surface of the sand, performing different movements.

Question: on which half of the sandbox are the tracks more visible, where is the sand dry or wet?

Children's answers.

How many ways can a person move? »

Purpose: development of general motor skills, to activate the verbal dictionary in children's speech.

is the person alive or inanimate?
How can you tell if he is alive?

Task: Come up with different ways of transportation and get to the skittles.

We identify who came up with more ways to move, conclusions are drawn that a person can use a huge amount of different ways movement.

Approximate options: jump on one (two) legs, walk, crawl on the stomach, back, on all fours, dance, roll, etc.

"How many ways can you get drunk?"

Purpose: to develop the mental abilities of children.

Approximate options are to drink from a mug, drink from a saucer, drink through a straw.

How many ways can you eat bread?

Purpose: to develop the mental abilities of children, to activate adjectives and a verb dictionary in children's speech. Materials and equipment for each child, all of which must be clean and hygienic.

Question: what kind of bread is there (white, black, sweet, sour, fresh, tasty, etc.)

Think of 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, it is revealed who came up with more 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, which includes new techniques and methods, in particular games - experiments, favorable conditions are created for correcting shortcomings in speech development, in personal, cognitive, emotional-volitional spheres.

Pimkina I.N.,
teacher speech therapist

On his own, the child still cannot find answers to his questions -

teachers help him. This is where problem-based learning came from.

which consists of questions (logically developing thinking),

modeling of problem situations, experimentation, solution

crossword puzzles, charades, puzzles, etc.

A summary of the lesson is provided.

Download:

Preview:

Apply these methods

Cognitive-search research activity in the classroom for the development of speech.

Speech therapist teacher MBDOU kindergarten of combined type No. 122, Molchanova A.G.,

Khabarovsk

From birth, a child is a discoverer, an explorer of the world that surrounds him.

Everyone is well aware that five-year-old children are called "why".

The cognitive activity of children at this age is very high: each

teacher's response to baby question gives rise to new questions.

On his own, the child still cannot find answers to his questions -

teachers help him. This is where problem-based learning came from.

which consists of questions (logically developing thinking),

modeling of problem situations, experimentation, solution

crossword puzzles, 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.

AT younger age this is an entry into a problematic game situation,

formation of initial prerequisites for search activity.

At an older age, this is:

formation of prerequisites for search activity, intellectual initiative;
formation of the ability to apply these methods, contributing to

Solving the tasks set, using various options;

development of the desire to use special terminology, conversation in the process of joint research activities.

It has been proven that involving children in search activities increases the assimilation various knowledge and skills, develops mental activity, independence, intelligence.

The use of lexical and grammatical games in the work contributes to

the acquisition by children of the skills and abilities of grammatically correct speech.

These games include:

1. Touch games.

(What the word does - looks, listens, moves, etc.)

2. Symbol games.

(Modeling the content of the word)

3. Logic games.

(Search for the origins of word formation, establishing cause-and-effect

relationships, use of the causal chain)

4. Linking the content of the word with its initial form.

(perception of the phonetic-phonemic image and pronunciation of the word-

analysis, errors in word structure).

5. Spatial games.

6. Games with single-root words:

a) the formation of words of some part of speech

(whiteness - white,

whitening - whitens

white - whitening)

b) formation from all parts of forms

Genus (protein - proteins

White - white)

Numbers (protein - proteins

white - white

White - whiten)

c) the formation of forms from all parts of speech that clarify semantic shades

via:

prefixes (whitewashing,

Whiten)

Suffixes (white,

whitening)

Interfixov (white-barreled)

Postfixes (whiten - ka)

Case endings

(protein - protein,

white - white)

Conjugation endings

(whiten - whiten whiter)

7. Games with words - antonyms

(words backwards)

The upside down person can be the symbol of this game.

8. Games-contradictions.

“Fedot, but not the one”, “I don’t see ..., but vice versa”, “The third (4-5) is superfluous

9. Bridge games.

Selection of intermediate words for a gradual transition from one

antipode to another (heat-warm-cold)

10. Grammar games:

- "True False"

- "Stubborn words" - indeclinable nouns(coffee,…)

11. Games with cards, pictograms, diagrams, models ...

12.Games of analogy.

Continuation of the synonymic series started by the teacher

(big-huge-huge, etc.).

13. Games for the classification of objects.

14. Games with figurative expressions.

Definition figurative meaning words (hands are tree branches)

Inventing 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 for sound connections of words.

(smoke - house, entered - left)

18. Games with words and sentences.

- "Additional" - selection of epithets, signs, actions

(bread - lush, fragrant, soft, ruddy, ...)

Riddles for comparison

(with a tail, not a mouse - a turnip)

- "Chains of words"

(Inventing 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 in one word (winter ...)

- "The writing"

inventing general plot based on words from adjacent

(tram - bus), distant (tram - forest), opposite

(day Night).

The method of problematic search (project) learning is relevant and

very efficient. It allows the child to experiment

synthesize acquired knowledge, develop creative abilities

and communication skills, which allows him to adapt to the changing situation of schooling.

MESSAGES.

Subject: " Cognitive-search speech activity "

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 wand or add, merge 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: it's 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 object about which 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.).

Special attention In the organisation experimental activities children we devoted to work on individual cards. First, they used cards with tasks published in methodical literature. Then, seeing the children's interest in this kind of tasks, we made cards with tasks of increasing complexity. Fulfillment of tasks on individual cards has great importance both for children and teachers.

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 different sides 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 when individual work with kids;

Allows you to control the level of assimilation 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.