Conducting speech therapy classes at home. Speech therapy classes for children at home Speech therapy classes in kindergarten
Victoria Maygurova
Summary of an open lesson for a speech therapist teacher “Journey to the Land of Sounds”
Notes of the teacher-speech therapist Maigurova V.V.
Topic: “Journey to the Land of Sounds”
Objectives: To introduce children to the concept of “sounds”, their varieties, methods of education; give the concept of “letter”, form phonemic perception, develop skills of sound analysis and synthesis, enrich and clarify children’s vocabulary on the topics: “Transport”, “Organs of speech”, exercise children in selecting words - antonyms, develop skills of correct speech breathing, improve fine and articulatory motor skills, coordination of movements with speech pronunciation, develop prosodic components of speech. Develop a psychological speech base (attention, memory, logical thinking, imagination, cultivate a friendly attitude with peers in joint activities, activate the cognitive interest of children.
Material: multimedia equipment, screen, Zvukovichok doll, individual mirrors, according to the number of children. a bell, a set of cards with vowel letters, symbols of vowel sounds, a carpet, circles with numbers from 1 to 10
Progress of activities:
Speech therapist: - Guys, Zvukovichok came to visit us. Children, do you like to travel? Would you like to go on a trip? I invite you to a magical land.
Guys, what types of transport do you know?
Children's answers: ground, air, water, magic.
Speech therapist: - And we will go on a carpet airplane.
Children, take tickets with seat numbers. Please proceed and take your seats according to your ticket number.
Wind chimes sound.
Speech therapist: - So that we can quickly get to a magical land. and during the flight we were not afraid, we will perform relaxation breathing exercises.
“Deep breath through the nose” (Left hand control on the stomach)
“Long exhalation through the mouth” (Right hand control at the mouth)
Children, close your eyes, open them. When we hear the sound of a bell.
Physical education minute “Curious Varvara”
Speech therapist: - Children, we have arrived in a magical land. Let's see where we end up.
Curious Barabara
Looks left
Looks to the right
Looking up
And looks down
Neck muscles tense
Let's go back
It feels so good to relax.
(We return to the starting position).
Speech therapist: - Children. Was it quiet during the journey or did you hear something? How do we distinguish sounds?
Children's answers: - We distinguish sounds with the help of our ears - the organs of hearing.
Experimental work
Children, look at the screen (letters appear on the screen).
Now let’s come to me and close our eyes (at this moment speech sounds are heard).
Speech therapist: - What did you see on the screen?
Children's answers: - We saw letters on the screen. But they didn't hear. Letters are a visible image.
Speech therapist: - What did you hear?
Children's answers: - We heard sounds, but did not see.
Speech therapist: - Children, we are going to the city of Zvukograd. The sounds of our speech live there.
"We are in the city of speech sounds
Let's go and wait to meet you
With native sounds
They live there after all
And we have a desire
speak beautifully
And everyone without exception
Surprise today"
Guys, people have an invaluable gift - Speech. Animals can make sounds, but this is not speech; they cannot talk to each other.
Working with mirrors (familiarization with the speech organs)
How do we make sounds? Guess the riddles.
You can pull them with a pipe
Or just open them
Even our teeth are begging
Open wider - (lips)
When we drive, they work,
When we don't eat, they rest,
We won't clean them. They will get sick (teeth).
He's used to jumping in his mouth
Our naughty (language).
Game “What sounds are there” (selection of antonym words)
The sounds are:
high - low,
quiet - loud,
rough - tender
long - short,
There are also sounds:
warm - cold
Bring the back of your hand to your mouth and blow on it while singing the “Snakes” song:
Shhhhhhhhhhhhhhhhhh….
Children, what kind of air flow?
Children's answer: The air stream is warm
Now raise your palm and sing the “Pump” song.
What air stream?
Children's answers: The air stream is cold.
Finger gymnastics.
I'll rub my palms hard,
I'll twist each finger,
(Rubning the palms; grab each finger at the base and with a rotational movement reach the nail phalanx.)
I'll say hello to him,
And I'll start pulling out.
I'll wash my hands later
(Rub your palm against your palm.)
I'll put a finger in a finger,
I'll lock them up
(Fingers in the “lock.”)
And I'll take care of the warmth.
I'll let my fingers go
(Unlock your fingers and move them.)
Let them run like bunnies.
Speech therapist: - Children. In order to speak beautifully and clearly, we need to train our speech organs. Let's do some articulation gymnastics (gymnastics are done at a table in front of a mirror)
1) – Name the first sound in the words:
“I open my mouth wide, I hum a cheerful sound” - aaaaaaaa.
2) – Name the first sound in the words:
“Our lips make a wheel sound” - oooooh.
3) – Name the first sound in the words:
“I stretch my lips like a trumpet and sing the sound” - uuuuuu
4) – Name the first sound in the words:
And - And - And
“Pull your lips to your ears and you will get a sound” - aiiiiii
5) – Name the first sound in the words:
E – E – E
“Ege - gay! The sound guy is screaming, his tongue is sticking out of his mouth” - uh
6) – Name the last sound in the words: cats, tables,
Y – Y – Y
“Well, show your teeth and sing quickly” - yyyyy
Speech therapist; - The sounds were all different, but very friendly, since they all loved to sing. Their voices sounded beautiful and clear.
Let's try to sing like them. (Children sing together with a speech therapist, who accompanies the singing of vowels by moving his hand in the air along a horizontal line).
Sounds traveled around the world and sang loudly. For this they began to be called VOWELS and were given red shirts. If the sounds were put on these shirts, then they became visible and turned into letters. But as soon as the shirts were taken off, the sounds became invisible again.
Choose symbols for each - a sound, its letter.
Children match letters to sound symbols.
Speech therapist: - Guys, our journey ends. What have we learned about sounds?
Children's answers: - We hear and pronounce sounds, but we do not see them.
Speech therapist: - What have we learned about letters?
Children's answers: - We see and write letters, but we don’t hear them.
Speech therapist: - Children, let's say thank you to Zvukovich for the educational journey. Now we take our places, close our eyes, count to 10 and back.
Here we are back at kindergarten! Did you enjoy our trip?
Children's answers.
Publications on the topic:
The use of musical exercises and songs in the process of automating sounds in the work of a speech therapist teacher at a speech center Automation of assigned sounds is one of the urgent tasks in the work of a speech therapist in the sound culture of speech. I am active in my classes.
Summary of an integrated lesson by a teacher-defectologist and a teacher-speech therapist in a preparatory group for children with mental retardation GBOU Gymnasium No. 1748 "Vertical" JV DO "Teremok" SYNOPSIS OF AN INTEGRATED LESSON FOR A SPECIFIC DEFECTOLOGIST AND A Speech-Language Pathologist TEACHER IN A PREPARATORY ROOM.
Summary of the open integrated lesson “Journey to the Land of Sounds” Summary of an open integrated lesson. Senior group. (Compiled by O. V. Melnichenko) Topic: “Journey to the Land of Sounds” Purpose: Consolidate.
Summary of a lesson on speech development “Masha’s Journey to the Land of Sounds” Goal: development of auditory attention and phonemic perception. Objectives: Educational: - introduce vowel sounds; - secure.
Summary of joint activities of a speech therapist teacher with children with special needs “Journey to the autumn forest” Correctional educational goals: to introduce the sound “I”. Correct articulation of the “I” sound. Be able to determine the place of sounds in words. Expand.
Synopsis of a frontal speech therapy lesson on the lexical topic “Kindergarten”
for senior logogroup
Lesson objectives:
Correctional educational:
teach the ability to agree nouns with possessive pronounsmy my.
Correctional and developmental:
practice case endings of singular nouns;
consolidate, activate and expand children's knowledge on the topic;
expand and activate the vocabulary of verbs.
Correctional and educational:
to cultivate children's interest in words and the ability to work individually.
Equipment: toy - Hedgehog, photographs of kindergarten premises, object pictures depicting a cake, cupcake, tea, juice, book, ball, pyramid.
Progress of the lesson
Organizing time.
Speech therapist (holding a toy in his hands - hedgehog - and on his behalf greets the children): Hello guys! I'm a funny hedgehog. I decided to open a kindergarten in the forest kingdom, but I don’t know how to do it. Will you tell me about your kindergarten?(Yes!)
Announcement of the topic.
Speech therapist: Well, guys, today we will try to tell Hedgehog about what a kindergarten is and what we do here. Now listen carefully!
Introductory conversation.
Kindergarten
The first kindergarten was opened in Scotland. And in Russia, kindergartens appeared more than a hundred years ago. Teachers with special education work with children here. Classes in kindergartens alternate with games, work with rest.
In classes, children get acquainted with the world around them, learn drawing, modeling, design, singing, basic literacy and mathematics. Children develop speech and thinking, they are taught to listen and understand the teacher’s explanations, and to complete their work. Children are taught to observe natural phenomena, develop a love for it and respect for the work of people. Kindergarten prepares children for school.
Development of lexical and grammatical categories.
Speech therapist: And now, with your help, I will give Hedgehog a tour of the kindergarten.
Game "Where does this happen?" Can be carried out game using photographs of kindergarten premises.
Undressing (where?) - ...(In the locker room.)
Wash your hands, wash your face -...(In the washroom.)
Learn to speak correctly -...(In the speech therapy room.)
They play, study, draw -...(In the group room.)
They dance, they sing -... (In the music room.)
Sleeping -... (In the bedroom.)
They run, jump - ... (In the gym.)
Cut, cook -...(In the kitchen.)
They examine, listen, treat -...(In the medical office.)
Formation of singular and plural nounsRoom - rooms - many rooms, bedroom - bedrooms - many bedrooms, corridor - corridors - many corridors, locker room - locker rooms - many locker rooms, office - offices - many offices, hall - halls - many halls, playground - playgrounds - many platforms, veranda - verandas - many verandas, swimming pool - swimming pools - many pools, game - games - many games, kitchen - kitchens - many kitchens, toy - toys - many toys.
Speech therapist: Guys! The hedgehog is our guest. Let's treat him and give him gifts.
Game "Gifts" And a treat for the Hedgehog." Each child has object pictures on the table depicting a doll, cake, apples, tea, juice, book, ball, mushrooms, etc. Children take them and take turns making sentences with wordsI'll treat you AndI'll give it to you (depending on the picture).
This is my juice. I'll treat the Hedgehog with juice.
It is my book. I will give Hedgehog a book, etc.
Speech therapist: And now I invite you and Hedgehog to a fun physical education session.
Physical education minute. Performing movements according to the text of the poem.
Two slams, two slams, hedgehogs, hedgehogs.
(fingers forward)
Anvil, anvil, scissors, scissors.
(fist to fist)
They jumped and jumped: bunnies, bunnies.
(jumping in place)
Come on, let’s say it louder, let’s say it louder: “Hello!”
Speech therapist: Guys! Hedgehogwants should I say something?(The speech therapist leans towards the toy and listens.) He is very ashamed, but he forgot what you do in kindergarten. Let's help the Hedgehog remember: I will show you pictures, and you will tell me what and where you do.
Game "Pick up the action." The speech therapist calls
room, and the children say what it is forin kindergarten.
In the medical office (what are they doing?) - ... (They examine, listen, vaccinate, bandage.)
In the music room (what are they doing?) - ...(They dance, sing, celebrate holidays.)
In the gym (what are they doing?) - ... (They jump, run, train, play sports, compete.)
In the speech therapy room (what are they doing?) - ... (They tell stories, play, guess, learn to speak correctly.)
In the kitchen (what are they doing?) - ... (Cook, boil, fry, cut, bake, pour, distribute.)
In the locker room - ...
In the group room -...
In the washroom -...
In the bedroom - ...
Summary of the lesson.
Speech therapist: What did we talk about in class to the cheerful Dwarf? Why did he come to us?
What do children do in kindergarten?
Irina Orlova
Subgroup speech therapy session using game technology according to the Federal State Educational Standard
Presentation subgroup speech therapy session using
gaming technology according to Federal State Educational Standards
Prepared by a speech therapist teacher MBDOU TsRR d/s No. 18 Orlova I. M.
Target: automation of the sound Ш in syllables, words and phrases.
Tasks:
Educational:
Clarify ideas about the sound [w];
Strengthen the skill of correct pronunciation of the sound Ш in syllables, words and phrases;
Strengthen the ability to determine the place of sound in a word;
Consolidating the correct agreement of adjectives with nouns by gender and case;
Continue learning how to make sentences based on supporting words.
Correctional and developmental
Form a smooth, long exhalation;
Develop intonation expressiveness;
Develop a sense of rhythm, memory, perception, attention and thinking.
Develop fine motor skills, tactile sensitivity, tactile and visual gnosis, imagination.
Educational:
Create positive motivation for class;
To cultivate interest, respect and love for the living Russian word.
Relevance: In the context of introducing standardization of preschool education and ensuring a new, high-quality approach to the content of organizing children’s activities, preventing monotonous and monotonous work on consolidating the pronunciation of sounds, the need use interesting material and conducting the learning process in the form of a game is undoubtedly relevant. Game exercises aimed at automating sound, contribute to improving the functioning of the articulatory apparatus (movements of the lips, tongue, lower jaw, movements of the hand and fingers, development of attention and observation, memory and thinking. A. P. Usova noted that “every game, if it is strength of the child, puts him in a position where his mind works vividly and energetically, actions
organized." Game or game exercises, used by the teacher, provide
interested perception of the material being studied and
attract preschoolers to master new knowledge
Organizing time.
Children enter the office and
They find a letter on the floor.
What is this strange letter?
(Speech therapist reading)
We are invited to visit the forest,
They offer to play there.
I wonder who is inviting us?
Shall we go visit? (Yes)
What will we go on? (By train, by bus, by car, by boat.)
Breathing development:
Formation of a smooth and long exhalation
Game exercise“The locomotive beeps louder and longer”
Speech therapist: Train (car, ship, etc.) is sent and gives a send signal. ( Speech therapist invites each child to blow into his own bubble without puffing out his cheeks)
So we reached the forest. Let me read further invitation:
“We’re waiting for you in the forest house, let’s play and relax”.
Before you play, you need to warm up well. (Articulation gymnastics is carried out using symbol pictures located around the top)
Articulation gymnastics
Clockwork spinning top, invite me to a fairy tale.
Target: activation of the tongue muscles.
Children sit on chairs facing the teacher.
The teacher says: “Little tongue lived in his house. I woke up and looked around. He looked outside the gate (his tongue protrudes from his open mouth, looked up to see if the sun was shining (the tip of his tongue rises up, then looked down to see if there were puddles on the ground) (tip of tongue moves down). The tongue liked it on the street and wanted to take a walk (tip of tongue turns right, left, up, down). My tongue got tired and decided to eat to gain more strength. And he began to lap up the milk like a cat (makes lapping movements with tongue). I ate my tongue and stained my lips with milk. Cleaned the sponges, first the top, then the bottom (licking the upper and lower lips with the tip of the tongue). Now I have brushed my upper and lower teeth. (same licking of teeth under lips). I did everything with the tongue and decided to play again. He saw a swing and began to swing on it (raising and lowering the spade-shaped tongue to the upper and lower lips with the mouth open) up and down, up and down, higher and higher (the protruding tongue gradually rises to the nose and falls to the chin). Stopped swinging on the swing and decided to ride a horse (clicks the tip of his tongue behind his upper teeth). The tongue got tired and went to his house to sleep. Closed the gate (spread your tongue in your mouth and close your lips)».
Warm-up is over, let's hit the road. And we’ll take the sound with us on the road... (Children recognize the sound Ш by silent articulation and pronounce it.)
Analysis of the articulation of the sound [sh].
What do sponges, teeth, and tongue do when we pronounce the sound [w]? (Lips "Ring", teeth "Fence" with a small slit, the tongue is at the top and looks like "Cup".)
Sound characteristics [w].
Let's talk about the sound [sh].
Is the sound [sh] a consonant or a vowel? (consonant);
What is the barrier to the sound [w]? (teeth, tongue);
Voiced or voiceless? (deaf);
Hard or soft? (solid);
Is the air stream warm or cold? (warm)
What color do we use? (blue).
A game "Walk the path" (for the development of phonemic perception):
Let's go along the path. We will take a step if we hear the sound Ш. We will mark each step with a chip. ( Speech therapist slowly reads the poem, and the child marks each word with the sound Ш with a circle chip, laying out a path.)
For... Mishutka... baby...
Masha...knits...a warm...scarf...
Scarf... around... neck... he... will tie...
And... thank you... Masha... will say...
Well done, you have attentive ears!
Speech therapist: Guys, look, Matryoshka is meeting us.
A game "Wonderful bag"- development of fine motor skills.
Speech therapist: - Matryoshka has a wonderful little bag and wants to play with us. Then speech therapist invites children to take turns finding an object in a bag and identifying the find by touch, commenting on it.
For example: - I found the tower
Equipment: wonderful bag and small toys (tower, ball, reel, cone, machine, etc.)
A game "Matryoshka's hut":
So we reached Matryoshka’s house. But then, out of nowhere, a hurricane came and everything that was in the house was turned over and scattered. We need to help Matryoshka put things in order and put the pictures in their places. Let's try to name the pictures and divide their names into parts. We will fold Pictures: in a closet with one shelf we put pictures with one syllable in the title“In a closet with two shelves, we’ll put pictures with two syllables; in a closet with three shelves, we’ll put away pictures with three syllables in the title.” Children perform syllabic analysis of words: scarf, shower, ladle, hat, cat, fur coat, pillow, car, rosehip and arrange the pictures to the corresponding cabinet layout.
A game "Big - big":
Look at the pictures and answer what you can say about "big"? (The child pronounces phrases "big scarf", "big bucket", "big shower", "big rosehip".)
What can we say about "big"?
("Big Hat", "big cat",
"big pillow", "big fur coat",
"big cup".) – Thank you Matryoshka for your hospitality, but it’s time for us to return to kindergarten. Dynamic pause
Target. Automation of the sound sh in syllables and words. Description of the game. Children stand one after another, pretending to be a train. A steam locomotive is ahead of the train (one of the children). The train departs on command "Go-go, go-go, go-go". The pace gradually accelerates. Approaching the station (designated place or building made of cubes) And They say: “He-came, he-came, he-came” (slowly: sh, sh, sh - let off steam). Then the bell is given, the whistle is blown, and the movement resumes. You can complicate the game - children will depict different trains, for example, fast and freight. The ambulance moves to the sounds of shu-shu-shu (fast, commodity - shsshu-shshu (slowly). -Look, the train stops, and circus performers meet us on the platform.
A game "Artists"
Target: development of intonation expressiveness
Pictures are selected symbols:"mouse"- speaks in a high voice,
The child places any 3 pictures out of 15 with the sound Ш on the table,
covers them with any symbol and calls them "hidden pictures",
A game "Day and night"
How long did it take us to get home...
Speech therapist removes pictures from the table, explaining:
The night has come - everything at once gone missing:
White daisy, brave bug,
Ripe pine cone, gray mouse.
Slippery frog, ringing cuckoo,
There are reeds in the swamp. There are huts near the river.
Then the speech therapist continues the story, and the children themselves finish the phrases, looking at the pictures, which are laid out on the table, the day has passed - everything is ours at once l:
White, bold...
Ripe, gray,
Slippery, ringing,
In a swamp, near a river...
Again "The night is coming", and children need to finish the word combinations on their own again
The night came - and again it was gone... (what)
The day will come and beauty will return... (what)
From memory, without relying on pictures, children restore the sequence of word combinations, changing by case.
Gymnastics for the eyes. "Cat"
Now the window has opened, they spread their arms to the sides.
The cat went out onto the ledge. They imitate the soft, graceful gait of a cat.
The cat looked up. They look up.
The cat looked down. They look down.
Here I turned to the left. They look to the left.
She watched the flies. They follow with their gaze "fly"
She stretched and smiled from her left shoulder to her right.
And she sat down on the ledge. Children squat.
She turned her eyes to the right,
I looked at the cat. They look straight.
And covered them with her hands. Cover your eyes with your hands.
Bottom line classes.
What sound did you make most often today?
What game would you like to play again?
What was difficult for you?
Conclusion:
The game makes it possible to make complex learning tasks more accessible and contributes to the development of conscious cognitive motivation in preschoolers. One of the advantages of the game is that it
always requires the active actions of each child.
Materials:
Lebedeva I. L. "Difficult sound, you are our friend". Sounds Ш, Ж, Ш. Practical guide for speech therapists, educators, parents M.: Publishing Center "Ventana - Count", 2011
Presentations by A. I. Pochalova, O. A. Lyulko, S. A. Vechkukina
TkachenkoT. A. Magazine "Preschool Education" No. 3, 1989. Article: "Physical minutes in speech therapy sessions with children".
Internet
http://ds82.ru/
http://go.mail.ru
http://www.liveinternet.ru/
http://nsportal.ru/
The development of beautiful, competent speech in preschoolers is not only a way to get rid of speech defects, but also an opportunity to make the child feel more confident in communicating with peers and adults. Being able to correctly express and convey his feelings, and develop oral conversation skills, a preschooler will understand what he himself is talking about, what he wants to talk about. A teacher and speech therapist who conduct group and individual speech classes with children help preschoolers overcome difficulties in learning their native language and expressing their thoughts orally.
Theoretical aspects of speech therapy classes in kindergarten
The goals for speech therapy sessions are usually general:
- Development of articulatory motor skills.
- Formation of pronunciation skills (depending on the stage of work on a particular sound).
- Development of phonemic awareness.
- Development of sound analysis skills.
- Improving lexical and grammatical structures.
- Development of fine motor skills in preparation for writing.
Mastery of the native language is the most important acquisition of a child in preschool childhood.
Children’s speech, which is beautiful in itself, also has scientific value, since by studying it, we thereby discover the bizarre patterns of children’s thinking.
K. I. Chukovsky
The methodological goal of an open speech therapy lesson is to demonstrate what teaching methods and techniques the teacher uses and how the material is presented in an accessible manner.
If the lesson is held at the end of the semester, you can see what progress the children have achieved during their training.
Tasks for different age groups
For each lesson, one specific goal and several main tasks are set that will be solved in the process of educational activities.
- Tasks for pupils of junior groups of preschool educational institutions:
- Dictionary expansion.
- Development of auditory and visual attention.
- Teaching correct sound pronunciation.
Development of the ability to distinguish objects and describe their external signs for the ability to compose coherent descriptions.
- In the middle group, speech therapy classes solve a number of problems:
- Activation of speech activity.
- Formation of correct breathing when speaking.
- Development of articulation and speech hearing.
Development of associative thinking (helps to establish connections between various concepts, promoting the development of literate speech and logical construction of sentences).
In communicating with adults and peers, the child masters the rules of human speech and learns new words.
- Development of skills to characterize sounds (long, short, how they are pronounced, in which words they appear).
- Formation of ideas about deaf and voiced sounds.
- Development of dialogical speech.
Examples of tasks for preparatory group students:
- Improving the accuracy of facial expressions and gestures when speaking.
- Improving the ability to answer questions accurately and clearly.
- Development of intelligible, literate speech.
- Formation of the skill of correct speech breathing.
When working with preschool children, the speech therapist keeps records of each child’s speech development
The native word is the treasury of all mental development and the treasury of all knowledge.
K. D. Ushinsky
Table: speech therapy techniques in working with preschoolers
| Reception name | Description | Why it's useful | Relevance of use in open classes | Examples of games |
| "Sand Games" | The choice of games depends on the age of preschoolers. To implement such techniques, the teacher needs to have several boxes one-third filled with sand, sets of small toys (people, vehicles, plants, animals), and you can also get a set of letters made of wood or plastic for word-composing games. Playing with sand is good for introducing sounds and teaching children how to spell words correctly. | During the game, children better remember educational material, learn to independently describe objects from memory, and develop fine motor skills to prepare their hands for writing. In addition, working with sand relieves unnecessary stress and increases the emotional background of children. | Tasks in the form of games help children to distract themselves and relax, since some of them may feel uncomfortable in the presence of strangers in class. On the other hand, this is a good way to let children express themselves, show their independence and imagination. The teacher can also show creativity by showing colleagues various options for educational games that are interesting for preschoolers. |
|
| Facial exercises | The reception is suitable for pupils of all age groups. These exercises help develop the mobility of the facial muscles and allow you to further develop clear articulatory movements. | Exercises influence the further development of articulation, help the child control facial expressions during a conversation, so that it is easier for him to explain what he feels. | You can start the lesson with this technique by involving guests. For example, asking children with certain emotions to tell a story to guests, which will help the students not feel uncomfortable in the presence of strangers and will lift their spirits. The more emotions a teacher can use in their work, the better. There is an opportunity to demonstrate to colleagues the collected material, which they can also use in the future (pictures with emotions, images of various animals, “mood clouds”, cards with tasks, etc.). | In the first lessons, everything starts with simple exercises - frowning your eyebrows, opening and closing your eyes alternately, gradually the movements will become more complex (raising your eyebrows together and in turn, smiling broadly, making your lips a “bow”, wiggling your nose, etc.). It is necessary to develop in children voluntary movements and control of facial expressions. It is best to ask preschoolers to depict certain emotions - joy, sadness, surprise, fear, anger, happiness, cheerfulness, jubilation, fatigue, etc. To ensure that children, especially younger preschoolers, do not lose interest in the lesson, visual material with images of emotions is used ( “repeat what’s in the picture”) or the emotional states of animals, which can be given names (sly fox, angry wolf, kind bear). |
| Breathing exercises | Applicable to all age groups in every lesson. Rhythmic noisy breathing helps saturate the body with oxygen and get out of a stressful state. | Helps develop proper breathing when speaking, calms children and sets them up for learning. | It is worth starting a lesson with such gymnastics to make it easier for children to maintain attention and a positive attitude in the future. Habitual activities calm the pupils, despite the presence of strangers. |
|
| Massage ball | Suitable for preschoolers of any age. Such balls are used to massage the palms and fingers, promoting the development of fine motor skills and preparing children's hands for writing, increasing the performance of each hand. | Develops fine motor skills, preparing the hand for writing. If children are already practicing with copybooks, then the massage ball can be used at the beginning of the lesson to warm up or in the middle to relieve fatigue. | Demonstration by the teacher of various exercises for children, showing the correct methodological instructions during the lessons. | You can use balls of different sizes to massage not only the entire hand, but also individual fingers, which the child will use to hold writing instruments in the future. |
| "Creating a situation of success" | The technique is suitable for children completing tasks in copybooks. The child writes in the workbook only with a pencil, and the teacher does not correct mistakes, only makes notes in the margins. This will allow the child to erase what he did wrong and correct the work himself. This technique helps to raise the student’s self-esteem, which will give him an additional desire to study. | Helps the child to believe in his own abilities, making him want to work better, try to complete tasks without errors, and find flaws in his work himself. | This technique is relatively new, which makes it possible for the teacher to clearly show why it is not worth correcting mistakes for the child on his own and scolding him in case of failure. | |
| "Find the picture" | Images for cards should be selected in accordance with the age of the children and their vocabulary. Each child is given a card with various images (objects, animals, plants). You need to find pictures according to the principle indicated by the teacher. | Develops attention, memory, helps to better assimilate material. | There may be many options for tasks for children to demonstrate their existing knowledge and reveal the topic of the lesson. The teacher demonstrates the material he has collected (the pictures can be thematic, divided by the number of syllables, letters, etc.) and tasks with cards developed for different age groups. | Preschoolers can do a number of different activities with the cards. For example, select pictures whose names contain the letter “r”, select pictures whose names begin with a certain syllable, select pictures ending with a certain letter. |
| Unconventional exercises using health-saving technologies | Suitable for pupils of any age. A series of exercises that will improve the physical and mental state of students, relieve muscle tension and charge them with positive energy. | Exercises allow you to teach children methods of maintaining health, restoring strength, developing switching attention, relieving tension, stimulating performance and thinking. | Exercises allow preschoolers to quickly restore their working capacity, prevent fatigue, which means that children will work actively throughout the entire lesson. |
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| Gaming techniques | Suitable for preschoolers of any age. The leading activity of preschool children is play. In a playful way, children perceive complex and tedious tasks with interest and complete them with pleasure. | They help maintain children’s interest in activities, develop positive motivation and cognitive interest. | Thanks to the game form, students are motivated to complete tasks. |
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Motivating start to class
The organizational introductory stage must be carefully thought through, since the entire future success of the lesson may depend on it. The speech therapist needs to introduce children to the topic, interest them from the first minutes and maintain positive motivation for work until the end of the lesson.
There are various methods of motivation and encouragement for this.
At the beginning of the year, a speech therapist can start a diary of his achievements for each pupil, where for each successfully completed task a beautiful sticker will be added, indicating the success of the preschooler. This method is more suitable for children of senior and preparatory groups in order to maintain interest in classes throughout the school year.
The outcome of the event largely depends on the motivation of the students at the beginning of the lesson.
For younger children, at the beginning of the lesson it is good to use wrist puppets, which “came to check” whether the children are ready for the lesson and what their mood is. For example, the teacher puts bear and bunny dolls on the hands, which ask the children questions (“Are you ready to start the lesson?”, “Are you in a good mood?”, “Are you sitting nicely?”, etc.).
In any age group, the lesson can begin with riddles on basic topics, so that the children themselves can guess what they will study today. This will help them immediately get involved in what is happening, start thinking and motivate them to give the correct answer.
From the middle group onwards, the introductory exercise “make a whole from parts” is used. Children are shown a picture with a plot from a familiar fairy tale, and then asked to tell what kind of fairy tale it is, who the characters are, what they are doing, where they are, and what words with the most letters are in this picture. The brighter and more complete the illustrations, the more interest children will have.
Pupils of the senior and preparatory groups can immediately be called into dialogue, for example, start a conversation about what they saw on a walk or on the way to kindergarten, what the weather was like, time of year, whether they saw animals and plants, what they remember most. This encourages children to immediately join the discussion, learn to competently retell what they saw, and clearly construct sentences.
At the beginning of an open lesson for children of different ages, you can use an organizational moment with the participation of the adults present. The teacher invites the preschoolers to say hello to the guests, but to do this in an unusual way. Each child receives a face cut out of cardboard depicting a certain emotion. Children say hello with the intonation that best suits their pictures. Senior and middle preschoolers can be asked to write short stories about themselves or each other to introduce themselves to guests. A teacher should help younger children. He can ask the kids to tell the guests where in the group there are objects starting with a certain letter or with a given number of syllables.
Table: examples of motivating start to classes in different age groups
| Age group | Lesson topic | Purpose of the lesson | Example of a motivating start to a lesson | Relevance of the appointment |
| Junior | "In the village at grandma's" | Expand children's knowledge about pets. | A surprise moment at the introductory stage. The speech therapist shows the children a large decorated box and asks them to guess what is in it. Then he takes out a toy steam locomotive from the box and says that he will take the children to their grandmother in the village, where they will get acquainted with domestic animals. While children are “riding” on a steam locomotive, they perform speech exercises, imitating the sounds of riding (chug-chug, tu-tu). | This beginning of the lesson allows you to immediately include breathing exercises and simulating exercises, which will help children work better during the entire lesson. |
| Average | "In Search of Fairy Tales" | To strengthen children's ideas about numbers, time of day, and space. | Surprise moment. The teacher shows the children a book of fairy tales with completely blank pages. Having discovered the loss, you need to invite the children to go in search of fairy tales on the train to the library. The teacher says that the children will travel on tickets, and therefore they need to quickly find tickets that match the color of the train carriages (a didactic game, materials for which must be prepared in advance: tickets made of colored paper and a train made of cardboard carriages). | The game develops attention, logic, and allows you to reinforce the names of colors in a playful way, increasing children’s interest in the lesson and further tasks. |
| Older | "Zimushka-winter" | Summarize and systematize children's knowledge about winter. | Organizing time. Children each stand near their own chair. The speech therapist invites the children to play a game. He will ask riddles about winter, which preschoolers will take turns answering. The one who gave the correct answer sits on a chair. The game helps children engage in the activity with interest; it is necessary to prepare a large number of riddles in advance. | Attention task, development of auditory attention. From the first minutes, children are involved in the process, begin to think about the topic of the lesson, try to give correct answers, and reinforce the correct pronunciation of familiar words. |
| Preparatory | “Composing a story about your favorite fairy tale hero” | Develop logical thinking and competent speech. | Organizing time. There are paintings with images of fairy-tale characters on the board. The teacher says that the characters don’t remember what they look like, so he will name the characters’ names, and the children, without pointing at the picture, must describe the character’s appearance in their own words. | Children learn to compose descriptive stories, reproduce in oral speech what they see, and correctly construct sentences. The task develops attention and observation. |
How to prepare and conduct an open speech therapy session at a preschool educational institution
An open lesson differs from a regular lesson in that it is developed and conducted according to a specially prepared form of organization, where the teacher can demonstrate to his colleagues his methods and techniques of work, which he successfully uses to achieve high-quality results.
For pupils, this is a normal activity, no different from a number of others, with the exception of the presence of strangers.
To conduct speech therapy classes, you will need a set of mirrors so that children can independently monitor the correctness of the exercises.
Preschool age is a period of intensive mastery of the child’s native language, rapid expansion of vocabulary, as well as understanding of various speech shades and intonations.
When preparing an open lesson, the speech therapist relies on a technological map, which includes a description of the goals, objectives, and each stage of the lesson. Based on the results of the event, information about the results obtained and an assessment of the children’s work in the lesson are entered into the document.
The technological map will help in preparing an open lesson, and in the future in analyzing the results
Each topic includes new words that should expand the child's vocabulary. In classes, nouns, verbs, attributes of objects (seasons, weather, animals, people, etc.), adverbs, prepositions are studied. List of topics that a speech therapist can implement throughout the year:
- Autumn. Trees.
- Forest. Mushrooms and berries.
- Garden. Vegetables.
- Fruits. Garden.
- Autumn (generalized knowledge about autumn, its weather, months, behavior of animals and birds at this time of year).
- The human body.
- Wild animals.
- Animals of cold and hot countries.
- Pets.
- Migratory and wintering birds.
- Clothes, shoes, hats.
- New Year's celebration.
- Winter.
- House. Construction.
- Apartment. Furniture.
- Dishes. Products.
- Spring.
- Family.
- House plants.
- Professions.
- Fish. Ocean World.
- Transport.
- Space.
- Our town.
- Our country.
- Flowers.
- Insects.
To conduct individual open speech therapy sessions with students, you can use the appropriate card index.
Photo gallery: didactic games and diagrams for classes
Funny pictures will help preschoolers remember the correct use of prepositions The “Continue the Row” game develops the logical thinking of preschoolers The didactic game “Look and Name” develops classification skills and the ability to generalize A supporting diagram will help the child write a story about himself Senior preschoolers learn to write descriptive and comparative stories from pictures With the help With this game, the child consolidates knowledge about the methods of movement of animals. The “Make a Word” game trains knowledge of letters and sounds. This scheme will help consolidate preschoolers’ knowledge about professions.
Lesson time plan
Like any other, speech therapy class in kindergarten consists of several stages:
- Organizing time.
- Explanation of the topic of the lesson.
- Description and characteristics of the sound that will be studied.
- Pronunciation of the necessary sounds in syllables, words, sentences.
- Physical education minute.
- Working on pronunciation.
- The use of sound in coherent speech, dialogue, and story.
- Summary of the lesson.
In different age groups, the duration of classes is different (from 10 to 30 minutes), so that children do not get tired and do not lose interest in educational activities.
Thus, younger groups of preschoolers should study for no more than 10 (first youngest) or 15 (second youngest) minutes, middle groups - no more than 20 minutes, older groups - 25, in the preparatory group classes last up to half an hour. The same requirements apply to conducting open classes.
| Age group | Table: examples of temporary lesson plan in different age groups | Introductory stage, motivating beginning | Physical education or outdoor game | Speech exercises | Summarizing |
| Junior | 2 minutes. | 3 minutes. | 2 minutes. | 7 minutes (in game form). | 1 minute. |
| Average | 3 minutes. | 3 minutes. | 3 minutes. | 10 minutes. | 2 minutes. |
| Older | 3 minutes. | 4 minutes. | 3–5 minutes. |
| 2 minutes. |
| Preparatory |
| 5 minutes. | 5 minutes. |
| 2–3 minutes. |
Pupils in the preparatory group already know a lot and are able to concentrate, so the conversation method is actively used in classes.
Examples of notes for open speech therapy sessions
Below are speech therapy options for different age groups. Each stage is described in detail, the goals and objectives of the lesson are indicated. There are examples of games, literary works, necessary equipment and materials. It is shown how to summarize the lesson, what methods and techniques a teacher can use.
(Bogatelia I.N.) is almost entirely created in poetic form, which can increase children’s interest in completing tasks and influence aesthetic development (cause a desire to write poetry themselves, study fiction together with their parents and teacher).
Video: speech therapist lesson in a senior group
Video: open speech therapy session in a school preparatory group
It is important to remember that any knowledge will be useful only with constant use in practice. Therefore, it is necessary to develop the speech of preschoolers not only in special classes, but also in everyday life, encouraging them to remember and tell as much as possible, studying fiction, suggesting interesting topics for games, excursions, and holiday scenarios. In this case, each child will have the opportunity to talk about their impressions and communicate with others.
Article from work experience. At a speech therapist's lesson.
teacher - speech therapist, Svetlana Vyacheslavovna Klokova, MBDOU d/s. No. 39, Arzamas, Nizhny Novgorod region.
Description: This article describes what a speech therapist does in classes with children. Designed for parents, teachers - speech therapists, high school students (for choosing a future profession).
Target: familiarization with the components of a speech therapy session.
Tasks:
- introduce the work of a speech therapist with children;
- increase interest in the profession of speech therapist;
- help young professionals when planning classes.
What parts do speech therapy sessions consist of?
Any speech therapist, after a comprehensive examination of the child, begins his work in different directions.
Development of articulatory motor skills in children:
- massage and self-massage of articulation organs (tongue, lips, cheeks, forehead, ears, cervical collar area);
- articulatory gymnastics to strengthen and develop the accuracy of movements of the muscles of the tongue, lips, soft
palate, lower jaw.
Development of speech breathing:
As you inhale, inflate your tummy, as you exhale, deflate it;
- learning to breathe deeply through the nose and mouth;
- development of correct extended exhalation through the nose and mouth;
- training in prolonged strong exhalation in the “tube” lip position;
- learning to exhale for a long time with a protruding tongue.
Development of phonemic functions:
- recognition of non-speech sounds;
- recognition of speech sounds;
- isolating a sound from a number of other sounds, syllables, words;
- distinguishing vowels and consonants;
- selection of words for a given sound;
- determining the place of sound in a word;
- analysis and synthesis of words.
Development of mental functions:
- perception;
- auditory and visual attention;
- auditory and visual memory;
- thinking;
- imagination.
Development of fine and gross motor skills:
- finger gymnastics;
- grapho-motor skills;
- speech with movement;
- constructive praxis;
- orientation in the diagram of one’s own body and in space.
Vocabulary enrichment:
- various parts of speech (nouns, adjectives,
verbs, numerals...);
- prepositions;
- generalizing concepts;
- antonyms;
- synonyms;
- homonyms.
Formation of the syllable structure of a word:
- rhythm reproduction;
- laying out chips according to the number of syllables;
- repetition of different syllables (direct, reverse, with confluence);
- repetition of words of different syllable structures;
- repetition of sentences of different syllable structures;
- repetition of tongue twisters and tongue twisters.
Development of grammatical structure of speech:
- changing nouns, adjectives, verbs by gender,
numbers, cases;
- agreement of nouns with adjectives, numerals;
- enriching speech with prepositions and prefixes;
- formation of relative, possessive adjectives;
- formation of nouns with diminutives
suffixes.
Development of coherent speech:
- drawing up proposals;
- retelling using mnemonic tables;
- retelling short stories;
- writing descriptive stories;
- compiling stories based on a plot picture, a series of plot pictures;
- inventing riddles, stories, fairy tales on your own (parts);
- learning poetry, dialogues;
- learning to ask and answer questions.
Reading training:
- familiarity with letters;
- merging of reverse syllables;
- merging of straight syllables;
- composing and reading words;
- writing and reading proposals;
- reading short texts.
