Diagnosis of speech preparation of children for school. Diagnosis of speech readiness for schooling of children of the preparatory group

The most significant for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolchild. The transition from play to learning activities significantly affects the motives and behavior of the child. The quality of educational activity will depend on how the following prerequisites were formed in the preschool period: - good physical development of the child; - developed physical hearing; - developed fine motor skills of fingers, general motor skills; - normal functioning of the central nervous system; - possession of knowledge and ideas about the world (space, time, counting operations); - arbitrary attention, mediated memorization, the ability to listen to the teacher; - cognitive activity, desire to learn, interest in knowledge, curiosity; communicative activity, readiness for joint work with other children, cooperation, mutual assistance. On the basis of these prerequisites, new qualities necessary for learning begin to form at primary school age. Readiness for schooling is formed long before entering school and does not end in the first grade, as it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of the generalizing activity of thinking.

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Speech readiness for schooling is one of the most important outcomes of a child's development.

during the first seven years of his life.

1. The problem of speech readiness of children for schooling

The most significant for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolchild. The transition from play to learning activities significantly affects the motives and behavior of the child. The quality of educational activities will depend on how the following prerequisites were formed in the preschool period:

Good physical development of the child;

Developed physical hearing;

Developed fine motor skills of fingers, general motor skills;

Normal functioning of the central nervous system;

Possession of knowledge and ideas about the world around (space, time, counting operations);

Arbitrary attention, mediated memorization, the ability to listen to the teacher;

Cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness for joint work with other children, cooperation, mutual assistance.

On the basis of these prerequisites, new qualities necessary for learning begin to form at primary school age.

School education makes new demands on the child's speech, attention, and memory. A significant role is played by the psychological readiness for learning, i.e. his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are imposed on the child's mastery of his native language as a means of communication. Let's list them.

5. Formation of the grammatical structure of speech

The basis of the speech readiness of children for schooling is oral speech, therefore the first years of a child's life should be devoted to practical assimilation oral speech. Before the child enters school, work on the development of speech includes the following sections: the development of speech in children, its flexibility, clarity; development of speech hearing; accumulation of speech content; work on the form of speech, its structure.

The process of mastering and developing the speech of preschoolers is connected with the question of the speech readiness of a preschooler for educational activities, the importance of this issue was recognized by Ya.A. Comenius, I.G. Pestalozzi, F. Fröbel, M. Montessori, M.V. Lomonosov, K.D. Ushinsky, L.S. Vygotsky, L.A. Wenger, T.A. Ladyzhenskaya, A.A. Lublinskaya, D. Cheney. Researchers note that speech is the main indicator of the level of formation of cognitive processes, a factor in successful learning, knowledge of the world around.

In psychological and pedagogical research, a distinction is made between "general" and "special" speech readiness. General readiness involves solving the following tasks:

Understanding by the child of the speech addressed to him and responding to it accordingly;

The ability to coherently, freely and clearly express their thoughts, while maintaining the grammatical correctness of speech;

Mastering a certain vocabulary;

Formation of the sound side of speech.

Special speech readiness implies readiness for literacy (reading and writing).

The main areas of work in the speech training of preschoolers should be:

1. General speech training:

Development of speech creativity, accumulation and enrichment of the dictionary;

Improving the grammatical correctness of speech;

Development of abilities for speech activity.

2. Special speech training:

Development of elementary awareness of linguistic reality;

Development of the ability to navigate in the sound culture of the word;

Preparation for learning to read and write.

Speech readiness for learning at school presupposes a formed general and special speech readiness, but their ratio is not equal, since it is necessary to take into account a new type of activity, a new situation of communication and a new content of communication. Speech readiness for learning at school is manifested in the formation of children's speech skills of listening and speaking: the ability to perceive information offered with the help of language tools, the ability to verbalize their actions, including those related to linguistic material, and determine their sequence; the ability to distinguish between units of the language system and other types of signs; mastering the informational, cognitive, regulatory functions of the language.

The presence of even slight deviations in these parameters among first-graders leads to serious problems in mastering the programs of a general education school.

1.2 The development of the child's speech as a component in the structure of school readiness

How to properly assess the state of speech of your child?

Many parents believe that one should not interfere in the process of speech formation, that the child will grow up and “everything will correct itself” for him, he will learn to speak on his own. In order to correctly assess the level of speech development of the child, it is necessary to get acquainted with how the speech development of the child proceeds normally. The concept of the norm in this case is very conditional - there is no single age for all children when they begin to talk, much depends on the individuality of the child.

Speech is not an innate human ability, it is formed gradually, along with the development of the child and under the influence of adult speech. The social and speech environment surrounding the child is not only a condition, but also a source of speech development. Without a healthy language environment, a full-fledged speech development is unthinkable.

For the normal formation of speech, a certain maturity of the cerebral cortex and sensory organs of the child is necessary, great importance has the mental health of the child.

Speech begins to develop almost from the first days of life and goes through several stages of development.

The very first speech manifestation is a cry. Usually, the period of infant cries lasts from birth to 2 months. At 2-3 months, the cry begins to change qualitatively and the child appears cooing and laughing. Cooing is an important stage in the preverbal development of speech. At this time, along with the preparation of the speech apparatus for the pronunciation of sounds, the process of developing speech understanding is carried out, when the baby learns to control intonation.

The next stage of development is characterized by the appearance of babble, and lasts approximately 5 to 9 months. By 9-10 months, in addition to individual sounds and sound combinations, the child has the first babbling words. By the end of the first year or the beginning of the second year, the child usually says his first real word, consciously beginning to use speech.

At about 1.5-2 years old, children begin to speak in separate short phrases.

By the end of the 3rd year of life, a child can correctly pronounce most of the sounds of his native language.

By the age of 5, the active vocabulary increases, the phrase lengthens and becomes more complicated, and most children complete the process of forming sound pronunciation.

By the age of 7, the child correctly pronounces all the sounds of his native language, has a fairly rich vocabulary and practically masters grammatically correct speech.

Thus, the child practically masters speech during the period of preschool childhood.

The readiness or unpreparedness of a child for the beginning of schooling is determined by the level of his speech development. This is due to the fact that it is with the help of speech, oral and written, that he will have to assimilate the entire system of knowledge. The better the child's oral speech is developed by the time he enters school, the easier it will be for him to master reading and writing, and the more complete the acquired written speech will be.

Therefore, it is very important to identify even the most insignificant deviations in the speech development of a preschooler and have time to overcome them before the start of his schooling.

R.S. Nemov argues that the speech readiness of children for learning and learning, first of all, is manifested in their ability to use behavior and cognitive processes for arbitrary control. No less important is the development of speech as a means of communication and a prerequisite for the assimilation of writing.

AT preschool age Basically, the process of mastering speech is completed:

By the age of 7, the language becomes a means of communication and thinking of the child, also the subject of conscious study, since in preparation for school, learning to read and write begins;

The sound side of speech develops; younger preschoolers they begin to realize the peculiarities of their pronunciation, the process of phonemic development is completed;

The grammatical structure of speech develops; children learn patterns of morphological and syntactic order; mastering the grammatical forms of the language and acquiring a larger active vocabulary.

An analysis of the literature on the readiness of a child with speech pathology to study at school made it possible to identify the following difficulties that these children face:

1. Lack of formation of the sound side of speech. The child does not know the correct, clear sound pronunciation of the sounds of all phonetically groups.

2. Incomplete formation of phonemic processes, i.e. they do not hear, do not distinguish, do not differentiate the sounds of their native language.

3. Not ready for sound-letter analysis and synthesis of the sound composition of speech.

4. Lack of ability to use different methods of word formation, do not correctly use words with a diminutive meaning, do not know how to form words in the desired form, form adjectives from nouns.

5. Lack of formation of the grammatical structure of speech: not the ability to use extended phrasal speech, not the ability to work with a sentence; build right simple sentences, see the connection of words in sentences, distribute sentences by secondary and homogeneous members; They do not own the retelling of the story, retaining the meaning and content. They don't know how to write a story on their own.

Thus, the formation of grammatically correct, lexically rich and phonetically clear speech, which makes it possible speech communication and preparing for schooling is one of the important tasks in the general system of corrective work in preschool institutions and family.

conclusions

Readiness for schooling is formed long before entering school and does not end in the first grade, as it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of the generalizing activity of thinking.

The basis of children's speech readiness for learning at school is oral speech, therefore, the first years of a child's life should be devoted to the practical assimilation of oral speech.

The main criteria for the formation of speech readiness:

1. Formation of the sound side of speech.

2. Complete formation of phonemic processes.

3. Readiness for sound-letter analysis and synthesis of the sound composition of speech.

4. The ability to use different ways of word formation of nouns.

5. Formation of the grammatical structure of speech.

6. Mastering coherent speech.

Children with general underdevelopment of speech have difficulties in mastering these components of speech, and, accordingly, there is an insufficient level of formation of language readiness for school.

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Activation of the vocabulary of children 3-4 years old with OHP (1.2 levels of speech development) by means of sensorimotor activity.

The problem of teaching and educating children with general underdevelopment of speech is very relevant in modern pedagogy. Currently, many experts note an increase in the number of children with various speech pathologies (E.F. Arkhipova, T.G. Wiesel, L.G. Paramonova, etc.), while the number of preschoolers with severe speech disorders has increased, including with general underdevelopment of speech.

In modern pedagogical literature, general underdevelopment of speech is considered as a complex speech disorder in which the formation of all components of the speech system is impaired (R.E. Levina, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina, etc.). Children with OHP have a poor vocabulary, agrammatism of speech, a polymorphic violation of sound pronunciation, a violation phonemic perception. Existing speech disorders negatively affect the mental development of the child. These children often have speech negativity, worries about their defect, low communicative need to communicate with others and, as a result, isolation and low speech activity.

The younger preschool age is the age of (sensory) sensory cognition of the environment.

The speech of the child is directly related to his activities, to the situations in which communication takes place. First of all, the child begins to name those objects that he most often touches with his hands; while the details of these objects stand out more often. A word - the name of an object becomes a word - a concept only after a significant number of conditional motor connections have been developed for it. The child's need for an object and actions with it prompt the child to name the object with a word.

Sensorimotor development is of paramount importance for the full mental development of children of early and preschool age, because. this time is most favorable for the development and improvement of the activity of the sense organs, the accumulation of various ideas about the world around. To teach a child to speak, it is necessary not only to train his articulation apparatus, but also to develop finger movements.

Fine motor skills of hands interact with such higher properties of consciousness as attention, thinking, optical-spatial perception, imagination, observation, visual and motor memory, speech.

The movements of the fingers are of great importance for the psychoverbal development of the child, since they have a great influence on the development of higher nervous activity child. The child's actions with objects have a great influence on the development of brain functions. So, even V.M. Bekhterev pointed out that hand movements are closely related to speech and contribute to its development.

The movements of the fingers historically, in the course of the development of mankind, turned out to be closely related to the speech function. Gestures were the first form of communication among primitive people; the role of the hand was especially great - it made it possible, through pointing, defensive, threatening and other movements, to develop the primary language with which people explained themselves. Later, gestures began to be combined with exclamations and cries. Thousands of years passed before the development verbal speech, but for a long time it remained associated with gestural speech (this connection also makes itself felt in modern man).

The movements of the fingers of people improved from generation to generation, as people performed more and more subtle and complex work with their hands. In this regard, there was an increase in the area of ​​the motor projection of the hand in the human brain. Thus, the development of the functions of the hand and speech in humans proceeded in parallel.

The projection of the hand, located very close to the speech motor zone, occupies about a third of the entire area of ​​the motor projection. This is the so-called "Penfield homunculus". It was the magnitude of the projection of the hand and its proximity to the motor speech zone that led scientists to the idea that the training of fine finger movements would have a great influence on the development of active speech.

Thus, the speech and sensorimotor development of the child is carried out in close relationship and mutual influence on each other. Assimilation of sensory standards allows the child to activate the vocabulary.

Taking into account the great importance of the development of the sensory sphere in children with OHP, it is necessary to take into account the specifics of correctional and developmental work with such children, since the development of sensory skills in work is not an end in itself, but a means that helps develop their speech activity.

All work on the development of the sensorimotor sphere in children is carried out in a complex of correctional and developmental classes. Tasks on sensorimotor skills are harmoniously included in the thematic cycle of classes on the formation of lexical and grammatical components of the language.

We offer several games on different lexical topics:

1. The game "Magic Tree"

Game material: Umbrella with clothespins; models of fruits; baskets of red, yellow and green.

Game description:

one). The child is invited to harvest fruits from a tree and name them.

2). The child is invited to distribute the collected fruits matching the color of the basket into baskets of different colors. Name the fruit and its color.

1. The game "We're going for a walk."

Game material: Toy wardrobe, toy clothes.

Description:

one). A toy closet with doll clothes opens in front of the child. And he is invited to choose to name clothes and dress the Masha doll for a walk for a certain time of the year.

2). The child is invited to feel and say what material things are made of.

1. The game "Morning in the Village"

Play material: sand tray, pets and wild animals, trees, houses, doll.

Description:

one). The child is invited to choose and name those animals that will live with grandmother Marusya in the village. Make your own home for the animals and name it. Pick up your cub for each animal and settle them together.

2). The child is invited to choose wild animals and name them. Think about where wild animals live. Make a forest and put wild animals there.

1. The game "My Julia is dirty"

Game material:small plastic or rubber doll, foam sponge.

Game description:

The adult asks the child to wash the soiled doll. Name the parts of the body that need to be washed: “Now wash her leg, look how dirty she is,” etc. The sponge can be lathered, pay attention to how the soapy doll slides in the hands.

1. Game "Cooks"

Game material: Models of vegetables and fruits, two pots, dishes.

Game description: The child is invited to cook treats, soup and compote for guests. The child should name and put vegetables in the soup pot, and fruits for compote.

Literature.

1. Bondarenko E.A. On the mental development of the child.: Minsk 1974
2. Golovei L.A., Rybalko E.F. Workshop on developmental psychology.: S-P Speech 2002
3. Grigorieva L.P., V.A. Tolstova, L.A. Rozhkova et al. Children with complex developmental disorders: Psychophysiological studies; ed. L. P. Grigorieva; Institute of Correctional Pedagogy of the Russian Academy of Education. - Moscow: Exam, 2006. - 352 p. -( Correctional Pedagogy). - ISBN 5-472-00419-5.
4. Iyudina, L. V. Peculiarities of communicative activity of children with general underdevelopment of speech / L. V. Iyudina
   // Logopedia. - 2007. - N 3.
5. Klimontovich E. Yu. Correctional work with children suffering from general underdevelopment of speech of the II degree / E. Yu. Klimontovich / / School of Health. - 2007. - N 4. - S. 37-41. - Bibliography.
6. Nishcheva N. V. The system of correctional work in a speech therapy group for children with general underdevelopment of speech / N. V. Nishcheva. - St. Petersburg: CHILDHOOD-PRESS,

2007.

1. Nevolina N. N. (speech therapist). Sensorimotor development of children 5-7 years old with OHP: in cognitive classes through semi-functional equipment
   // Preschool Pedagogy. - 2007. - N 1. \
2. Pilyugina E.G. Sensory education classes with young children.: M. Enlightenment 1983

Preview:

To moms, dads, grandparents about the development of auditory attention in young children.

Typical complaints with which parents come to a speech therapist:"He speaks badly ...", "Does not pronounce some sounds ...", "It's like porridge in the mouth."

At first glance, these speech difficulties seem to have little in common. However, they have one reason and it is connected with the underdevelopment of auditory attention in the child.
Already by the age of three, children have a fairly large amount of auditory impressions, but they still do not know how to control their hearing: listen, compare, evaluate sounds by strength, timbre, character, rhythmic structure. The ability to listen and understand sounds - let's call it "speech hearing" - does not arise by itself even in the presence of acute natural hearing: it must be purposefully developed.
What makes up a developed speech ear? Here are its components.

- pitch hearing- this is the ability to recognize sounds of different heights and timbres and change the voice yourself.

- auditory attentioncalled the ability to determine by ear a particular sound and its direction. With the help of phonemic hearing, a child can distinguish one speech sound from another, thanks to which words are distinguished, recognized and understood, for example: house-som-com.

- Perception of tempo and rhythm of speech- this is the ability to correctly hear and reproduce the rhythmic pattern of a word, the features of its sound structure, depending on the number of syllables and the place of the stressed syllable. A child can reproduce the syllabic structure of a word without yet knowing how to correctly formulate it phonetically: for example, instead of the word "bricks" he says "kititi". The rhythmic pattern of the word is preserved here.

Developed speech hearing allows:
* pronounce sounds correctly;
* clearly pronounce words;
* own voice (speak louder or quieter, rhythmically, smoothly, speeding up or slowing down speech);
* master the vocabulary and grammatical structure of the language;
*Succeed in reading and writing.

I bring to your attention a step-by-step program for the development of speech hearing in a child. This "logopedic ladder" is widely used by speech therapists and teachers, however, the above exercises are easy to perform at home in order to consolidate and accelerate the development of speech hearing. Start from simple exercises moving on to more complex ones.

Step one: Recognize nonverbal sounds.
You need to start auditory training with the development of the ability to distinguish and recognize sounds that are not related to speech. You can invite the child to listen to the sounds outside the window:
what is making noise? (trees)
what is buzzing? (car)
who is screaming? (boy), etc.

Help your child identify the source of the sound.

- Game "Loud prompts".An adult hides a toy that the child must find, focusing on the strength of the beats on the drum (tambourine, clapping, etc.). If the baby comes close to the place where the toy is hidden, the blows are loud, if he moves away, they are quiet. Switch roles so that the baby also tries to create sounds, navigate the volume and power of the sound.

Game "Where did you call?"teaches to determine and name the direction of sound.

The game "Find out what is ringing (rattles)?".There are several objects (or sounding toys) on the table. We invite the baby to listen carefully and remember what sound each object makes. Then we close the objects with a screen and ask you to guess which of them is now ringing or rattling. This game can be varied: increase the number of items, change them. You can also recognize household items by sounds: the rustling of a newspaper, the pouring of water, a moving chair, etc.

Step two: We distinguish sounds, words and phrases by timbre, strength and pitch of the voice.

The game "Find out who called."This game is good to play when the whole family is at home. The child stands with his back to you, one of the relatives or guests calls his name. The kid recognizes the person by his voice and approaches him.

Game "Close - far".The adult makes various sounds. The child learns to distinguish where the steamer is buzzing (oooh) - far (quietly) or close (loudly). What kind of pipe is playing: a big one (ooh in a low voice) or a small one (ooh in a high voice).
Fairy tale "Three Bears". Changing the pitch of the voice, ask the baby to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Petrovna (medium-pitched voice) or Mishutka ( high voice). If the child finds it difficult to name the character by name, let him show the image in the picture. When the baby learns to distinguish replicas by pitch, ask him to say one of the phrases himself (or the growl “oooo”) for a bear, a bear and a bear cub in a voice that changes in pitch.

Game "Recognize by voice".In front of the child are pictures depicting domestic animals and their cubs - a cow and a calf, a sheep and a lamb, etc. An adult pronounces each onomatopoeia either in a low voice (cow), or in a high voice (calf). The kid, focusing on the quality and pitch of the sound at the same time, finds the corresponding picture and tries to pronounce after you, getting approval from you.

Preview:

Prepared by:

teacher-speech therapist of the 1st category

Nesterova O.V.

MBDOU No. 171

Finger gymnastics for children

The development of movements of the fingers and hand of the child
as one of the methods of speech development

Development of the hand of a child from 2 months to 1 year

The origins of the abilities and talents of children
are at your fingertips
V. A. Sukhomlinsky

The movements of the fingers and hands of the child have a special, developing effect. The influence of manual (manual) influences on the development of the human brain was known as early as the 2nd century BC. In China, experts say that games involving hands harmonize the body and mind and keep the brain systems in excellent condition. In China, palm exercises with stone and metal balls are common. In Japan, walnut palm exercises are widely used. Studies by domestic physiologists confirm the connection of the hand with the development of the brain. The works of V. M. Bekhterev proved the influence of hand manipulations on the functions of higher nervous activity, the development of speech. Simple hand movements help to remove tension not only from the hands themselves, but also from the lips, relieve mental fatigue. They are able to improve the pronunciation of sounds, and therefore develop the speech of the child. Research by M. M. Koltsova proved that each finger has a representation in the cerebral cortex. She notes that there is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech zone. The development of subtle movements of the fingers precedes the appearance of articulation of syllables. Thanks to the development of the fingers, a projection of the "scheme of the human body" is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers.

Such training should begin from a very young age, because baby in the very initial period of life, motor skills are the first and only aspect of development that is available to objective observation. Normal development of motor skills indicates the normal development of the child.

Experts from the institute G. I. Turner is recommended to start work on the development of a motorboat from 2 months . At this age, they recommend the following exercises:

Sip the baby's fingers as if you want to pull them out; movements should be very light and gentle;

Perform circular movements with each finger individually, first in one direction and then in the other direction.
It is also very good to use mini-trainers. As such simulators, you can use "furry" latex balls (they are sold in pet stores). Up to three months, put small balls with a diameter of 3-4 cm in the palms of the child. When the child falls asleep, squeezing these balls, then his hands keep correct form.

At 4-5 months for massage use large balls. The massage also changes: holding the child's hands in your hands, you need to hold the ball between his palms and twist it.

At 5-6 months to strengthen the muscles of the palms is good to useExercise "Combing": hands of the baby in turn raise up and smoothly move them along the head back and forth. When performing this exercise, the muscles of the shoulder girdle, palms, fingers work. At the same age, we move on to massage the hands, massaging each finger, each of its phalanxes. We carry out kneading daily for 2-3 minutes.

At 6-7 months to the previously performed exercises, we add rolling a walnut in the child’s palm (circular movements) for 3-4 minutes.

At 8-10 months we begin to carry out active exercises for the fingers, involving more fingers in movement, we carry out exercises with a good amplitude. The movements of the fingers are well trained by well-known exercises created by the talent of our folk pedagogy: "Ladushki", "Magpie - white-sided", "Horned Goat".
At this age, I recommend using when exercising. squeaker toys.

Exercise "Duckling"
Give the child a squeaker toy. When pronouncing the text to adults, the child squeezes and unclenches the duckling toy clutched in his hand.

You, duckling, are not food,

You better look for your mom.
For this exercise, you can use other toys (kitten, chicken), changing the text of the poem.

Exercise "Pussy"
The child, first with one hand and then with the other, makes relaxing movements that imitate stroking movements.

Kitty, kitty, kitty! -

I called a kitten ... (your child's name)

Don't rush home, wait! -

And stroked her hand.

At 10-12 months invite the child to disassemble and assemble the pyramid without taking into account the size of the rings. At this age, start teaching your child to hold a spoon, a cup, a pencil. Start learning how to draw "doodles".

The main stages in the development of motor skills of the hand

8-12 months: the child takes a small object with 2 fingers (the tip of the thumb and forefinger) - an exact "tweezer grip".

8-13 months: the child separates objects under visual control.

10-12 months: The child holds the toy with one hand and plays with it with the other.

10-13 months: the child repeats actions with objects after adults (pushing a toy car, bringing the handset to his ear).

11-14 months: the child is trying to draw "doodles".

12-18 months: the child turns the pages of the book all at once; holds a pencil well, knows how to hold a cup, a spoon, unfold an object wrapped in paper.

13-18 months: the child puts the cube on the cube.

14-16 months: the child can connect objects, unscrew small screw caps under visual control.

15-18 months: the child collects the pyramid without taking into account the rings.

17-20 months: the child puts 3 cubes on top of each other. Turns the pages of a book one at a time.

17-24 months: the child grasps a moving object.

18-24 months: the child lowers a small object into a small hole, tears the paper.

20-24 months: the child tries to stop the rolling ball; strung large beads on the cord.

21-22 months: the child pours liquid from one container to another.

22-24 months: the child puts 4-6 cubes on top of each other.

Development fine motor skills in children aged 1 to 3 years

Dear readers! We continue the conversation about the development of fine motor skills of the baby.

Your baby is one year old. He's already pretty good with his hands. Can take any toy (object) with his hand, fingers or the whole palm. Likes to throw toys, push them against something. Able to open and close the lids of boxes, jars.

In order for the movements of the child's hand to become even more perfect, give him the opportunity to manipulate with all kinds of objects, different in shape, texture of the surface material (bottles, bubbles, pebbles, cereals, foil, polyethylene, etc.).

At 1.5 - 2.5 years, children are given more complex tasks:
- fastening buttons;
- tying and untying knots (it is good to use various lacing);
- pouring water from a container with a narrow neck into a container with a wide neck.

A useful and exciting activity will be getting toys out of the pool with cereals. To make such a pool, you need to pour cereals (peas, beans, wheat, pearl barley) into a basin, put various toys (preferably not very large ones) on the bottom of the basin and invite the baby to find toys in this pool. Such game exercise not only promotes the development of fine motor skills, but also massages your baby's hand, develops his tactile sensations.

Further, dear readers, I want to bring to your attention exercises for fingers. To achieve the result, you need to perform the exercises daily for 5-7 minutes. It is better to start work with exercises that contain elements of massage. I suggest the following exercises for practice.

* * *

"Scam"

Our Masha cooked porridge
She cooked porridge, fed the kids.
(draw circular lines on the baby’s palm on the first two lines)
I gave it, I gave it
I gave it, I gave it
(for the next 2 lines, bend your fingers while pronouncing the appropriate words)
And she didn't give it.
He played a lot
He broke his plate.
(with the words of the last line, take the little finger with the fingers of the other hand and shake it slightly)

"SQUIRREL"
(based on a folk song)
A squirrel sits on a cart
Sells his nuts;
fox-sister,
Sparrow, titmouse,
Bear clubfoot,
Mustachioed hare.
(alternately unbend all fingers, starting with the thumb)

"KIDS"
One, two, three, four, five,
Let's count fingers
Strong, friendly
All so necessary.
(raise the right (left) hand up, spread the fingers wide; alternately bend them into a fist, starting with the big one)
Hush, hush, hush
Do not make noise!
Don't wake our kids!
The birds will chirp
Fingers will stand up.
(swing the fist up and down along the rhythm of the poetic lines, and on the word “get up” - open the fist, spreading your fingers wide)

“PO MUSHROOMS”
(amusement)
One, two, three, four, five,
We're going to look for mushrooms!
This finger went to the forest,
This finger mushroom found.
This finger began to clean.
This finger began to fry,
This finger ate everything
That's why he got fat.
(alternately bend your fingers, starting with the little finger)

"FINGERS"
One, two, three, four, five,
Fingers out for a walk!
One, two, three, four, five,
They hid in the house again.
(alternately unbend all fingers, starting with the little finger, then bend them in the same order)

"AUTUMN LEAVES"
One, two, three, four, five,
(bend fingers, starting with the thumb)
Let's collect the leaves.
(clench and unclench fists)
birch leaves, rowan leaves,
(bend fingers, starting with the big one)
poplar leaves, aspen leaves,
We will collect oak leaves.

“I HAVE TOYS”
I have toys:
(clap)
Steam locomotive and two horses
silver plane,
Three rockets, all-terrain vehicle,
dump truck,
Lifting crane.
(bend fingers alternately)

"SHEPHERD"
Oh, doo-doo, doo-doo, doo-doo,
The shepherd lost his pipe.
(fingers of both hands are folded into a ring and brought to the mouth, imitate playing the trumpet)
And I found a pipe
I gave the shepherd.
(clapping hands)
Come on, dear shepherd boy,
You hurry to the meadow,
Buryonka lies there
He looks at the calves.
But he doesn't go home
Milk does not carry.
I have to cook porridge
baby(you can say your baby's name)
Feed porridge.
(with the index finger of one hand, circular movements along the palm of the other hand)

It is advisable to finish the finger gymnastics with the “Shepherd Boy” exercise, as it contains elements of massage.

* * *

When your baby is 2.5-3 years old, start learning exercises without verbal accompaniment: the child is explained the performance of a particular task, demonstrating actions on himself. At this age, I recommend using figurines depicting animals, birds, objects. All figures - with a little poetic accompaniment.

* * *

"GLASSES"
(the thumb of the right and left hands, together with the rest, form a ring, bring the rings to the eyes)
Grandma put on glasses
And my granddaughter saw it.

"CHAIR"
(left palm - vertically up, a cam is attached to its lower part ( thumb to yourself); if the baby easily completes the exercise, you can change the position of the hand at the expense of times)
Legs, back and seat
Here's a chair for you.

"TABLE"
(the left hand is in the fist, the palm falls on top of the fist; if the child easily performs this exercise, you can change the position of the hands: the right hand is in the fist, the left palm is on top of the fist)
The table has 4 legs
Top cover, like a palm.

"BOAT"
(both palms are placed on the edge, thumbs are pressed to the palms, like a ladle)
The boat floats on the river
Leaving rings on the water.

"STEAMBOAT"
(both palms are placed on the edge, the little fingers are pressed (like a ladle), and the thumbs are raised up)
The steamboat floats on the river
And he puffs like an oven.

"GOAT"
(the inner side of the palm is lowered down, the index finger and little finger are put forward, the middle finger and ring finger are pressed to the palm and covered by the thumb)
The goat has horns sticking out
She may gore.

"BEETLE"
(fingers are clenched into a fist, the index finger and little finger are spread apart, the child moves them)
The beetle flies, the beetle buzzes
And his mustache moves.

* * *

Performing various exercises with fingers, the child reaches good development fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively stimulates the speech centers of the brain), but also prepares the child for drawing, and later for writing. Hands acquire good mobility, flexibility, stiffness of movements disappears.
Dear parents, grandparents! I wish you good luck and patience with your baby.

The topic of the next article is The development of fine motor skills in children 3 - 5 years old

Using these prescriptions in the lessons with the baby on the development of fine motor skills, you can teach him to reduce the arm span when drawing, because. a child 2-4 years old does not track the borders of the sheet very well. Using copybooks, you will teach your child to draw within the boundaries of a sheet or a specific image. With their help, the kid will master many simple, but very technical visual elements: circles, rectangles, different strokes, large dots, checkmarks, etc. All of them are presented in feasible exciting tasks and gradually increase the load on the fingers; with a decrease in the working surface, the pictorial elements decrease, which improves the coordination of the baby's hand and its orientation in space.

The development of fine motor skills in children from 3 to 5 years

Dear readers! In this article, I want to bring to your attention exercises for the development of fine motor skills in children 3-5 years old.

At this age, you also continue to do finger exercises daily, but increase the time to 10 minutes. Classes start with a massage, but the children do the massage on their own - the child can handle it quite well. For self-massage, I recommend doing the following exercises ...

"GNOME-WASHERWOMAN"
Lived in a house

Little gnomes:
Currents, Peaks, Leaks,
Chikki, Mickey.
(with the right hand, fingers are bent on the left hand, starting with the thumb)
One, two, three, four, five,
(with the right hand unbend the fingers on the left hand, starting with the big one)
The gnomes began to wash
(rubbing fists against each other)
Currents - shirts,
Peaks - handkerchiefs,
Faces - panties,
Chikki - socks,
(the fingers on the left hand are bent again, starting with the big one)
Mickey was smart
He carried water for everyone.

"HELPERS"
One two three four
(children clench and unclench their fists)
We washed the dishes.
(rubbing one hand against the other)
Teapot, cup, ladle, spoon
And a big ladle.
(bend fingers, starting with the thumb)
We washed the dishes
(again rub one palm against the other)
We just broke a cup
(bend fingers, starting with the little finger)
The bucket also fell apart
The nose of the teapot broke off,
We broke the spoon a little.
So we helped mom.
(clench and unclench fists)

"COOKING COMPOTE"
We will cook compote,
You need a lot of fruits. Here:
(the left palm is held with a "ladle", and with the index finger right hand"interfere"
Let's chop apples
We will cut the pear.
Squeeze lemon juice
(bend fingers one at a time, starting with the thumb)
Put the drain and sand.
We cook, we cook compote.
Let's treat honest people.
(again "cook" and "interfere")

After the child’s hands have warmed up, you can begin to complete the following tasks for the development of fine motor skills. It can be, again, exercises for the fingers.

"HELLO"
Hello golden sun!
Hello blue sky!
Hello free breeze!
Hello little oak tree!
We live in the same region -
I welcome you all!
(with the fingers of the right hand, take turns "hello" with the fingers of the left hand, patting each other with the tips)

"MIZINCHIK"
little pinkie
Crying, crying, crying.
Nameless will not understand:
What does all of this mean?
The middle finger is very important
Doesn't want to listen.
Pointer asked:
- Do you want to eat?
And the big one runs after rice,
Carrying a spoon for rice
Says: - Don't cry,
Come on, eat some!
(the hands are clenched into a fist, alternately unbend the fingers, starting with the little finger; from the last line, touch each other with the thumb and little finger)

"FLOWER"
Swell soon, bud,
Dissolve the flower - peony!
(close the pads of the fingers of both hands; the palms are slightly rounded - it turns out a "bud"; the lower parts of the palms are pressed against each other, and the fingers are wide apart in a circle and bent a little - it turns out a large open "flower")

"BUTTERFLY"
(folk joke)
Butterfly-box,
Fly under the cloud.
There are your children
On a birch branch.
(cross the wrists of both hands and press the palms with the back side to each other, fingers are straight - the "butterfly" is sitting; palms are straight and tense, do not bend the fingers; with a slight but sharp movement of the hands in the wrists imitate the flight of a butterfly)

"BIRDS"
The birds have flown
They waved their wings.
Sat down. We sat.
And they flew on.
(fingers of both hands to move up and down)

"CHICKS IN THE NEST"
The mother bird has flown
Look for bugs for kids.
Little birds are waiting
Mom's hotels.
(clasp all the fingers of the right hand with the left palm - it turns out a "nest"; moving the fingers of the right hand gives the impression of living chicks in the nest)

"HOOKS"
Friends hold on tight
Let us not untie their hooks.
(clasp the little fingers of both hands with each other, like two hooks, so that it is difficult to disengage them; by analogy, make figures with other fingers)

"PALM-FIST"
Want? Also do this:
That is a palm, and that is a fist.
(put hands on the table, palms pressed to the table; simultaneously squeeze two fists (position "fist" - "fist"); unclench the fingers of one hand and press it against the table (position "hand" - "fist"); to make it more difficult, increase the pace movement)

"TIC-TOE"
I have on my table
Tic-tac-toe,
Wanted Ilya Pyatkov
Make them out of fingers
And he has figurines.
They get it easily.
If you want, I will teach
Girls and boys
Make them out of your fingers?
(put hands with straight fingers on the table: “crosses” - hook the ring finger on the little finger (or middle finger on the index finger); hold this position for as long as possible; “zeros” - connect the thumb with the index finger with the pads, then with the middle one, ring fingers and little finger; at the same time hold the crosses and zeros created from the fingers.

A variety of objective activities have proven themselves very well, which also contributes to the development of fine motor skills. To get the greatest effect, I recommend that you, dear readers, combine finger gymnastics with the following activities during classes:
- fastening and unbuttoning buttons (a special set for classes can be bought at the store);
- all kinds of lacing;
- stringing rings on a braid;
- puzzle games
– sorting the mosaic by cells;
- games with the designer;
- sorting out cereals, grains (for example, separate beans from peas).

Development of graphic skills in children 5-6 years old

Dear mothers and fathers, grandmothers and grandfathers!
Your child is 5 years old. He will be going to school soon. In order to continue preparing his hand for writing, I offer tasks for the formation of graphic skills. But before you get started, please read the following guidelines:

At the first lesson, teach your child to navigate in notebooks (notebook with a large cell), the child should show the upper right and lower right corners, the upper left and lower left corners, the middle of the notebook in a large cell;

A felt-tip pen can be used only in the first lessons, and then only a pen;

The distance between lines when writing should be equal to two cells, and between elements it can be different;

The number of lines to be filled in depends on the capabilities of the children;

The sample should be given in notebooks, explained in detail;

First, the child must reproduce the drawing on the table with his finger, and then circle the sample in the notebook with the back end of the pen.

These activities will help teach your child:

Navigate in notebooks in a large cell;

Draw straight lines, squares by points and without them;

Draw oblique lines with and without dots, hatch;

Draw arcs, ovals by points and without them.

Below is a practical material for teaching children graphic skills and visual dictations.

FIRST STAGE

First stage

Children in the classroom should learn how to work with a felt-tip pen.

1. Draw lines through points from top to bottom.

Draw lines from one anchor point to another, from top to bottom.

Independently draw vertical lines in one cell according to the sample.

2. Draw lines through the points from left to right in one cell, skipping two cells.

Draw horizontal lines from one point to another.

Independently draw lines from left to right in one cell according to the model ( the number of lines is not limited).

3. Draw corners according to the set points, passing two cells between the corners.

Draw a corner on anchor points.

Draw a corner on your own according to the model.

4. Draw a border, consisting of vertical and horizontal lines, without lifting the felt-tip pen from the sheet.

5. Draw vertical sticks in two cells.

Draw horizontal lines in two cells.

Draw vertical and horizontal lines according to the pattern.

6. Draw squares point by point, skipping two cells.

Draw your own squares.

7. Connect the squares without lifting the felt-tip pen from the drawing.

Second stage

Third stage

Visual dictations

SECOND PHASE

Moms and dads! Grandmothers, grandfathers!
In this article, I will continue to introduce you to exercises for the formation of graphic skills in children 5-6 years old. I bring to your attention the exercises of the second stage. Tasks will help children master the writing of oblique lines, shading shapes with oblique lines. At the second stage, do not use a large-sized notebook, take an ordinary school notebook in a box.

First stage

Second stage

THIRD STAGE

We continue our acquaintance with exercises that help develop the graphic skills of five-six-year-old children. At the third stage, the child will learn to draw circles, semi-ovals, ovals, loops. Just like in the second stage, a regular checkered notebook is used.

Visual dictations

"Finger gymnastics for children"

The development of movements of the fingers and hands of the child as one of the methods

speech development.

Prepared by:

Teacher speech therapist

Nesterova O.V.

Preview:

Speech therapy homework "Don't be bored" (on summer period) for older preschool children

Since all children have to learn, the success of their learning depends on the quality of the child’s speech, therefore main task educators, speech therapist and parents to prepare children for school is precisely the development of speech.

Dear parents, we offer you games and tasks that will allow your child to repeat the knowledge accumulated during the school year during the summer period. All games are thematically focused on summer activities, so you can play some of them outdoors, in the yard, and in the country.

Complete tasks with a good mood;

Time to complete tasks 15-20 minutes 2-3 times a week;

If, when pronouncing the answer to your question, the child makes mistakes in sound pronunciation or incorrectly agrees on the words in the sentence, then be sure to correct it by naming the word or the entire sentence correctly (make sure that the child repeats the correct answer after you!)

Praise your child every time they complete a task.

Theme: "Mushrooms"

Name one - many

One porcini- a lot of white mushrooms;

one red fox - a lot ......

one wide hat - a lot ....

one stump - a lot ....

Explain the word

Boletus, boletus, russula, grebe, boletus, flywheel, fly agaric, camelina. (Pay attention to the fact that these words seem to explain themselves.)

Continue the offer

We went to the forest for mushrooms, butterflies……. (chanterelles, waves, russula ...). Mushrooms grow ... .. (in the forest, in the thicket, on the edge, around stumps and trees, in moss, in grass ..). Mushrooms can be plucked, cut .... (put in a basket, bring home, peel, chop, boil, dry, pickle, pickle, fry).

Explain expressions: mushroom year, mushroom rain.

Ask how the child understands these phrases. Where necessary, clarify, correct or explain their meaning.

Explain proverbs.

Gruzdev called himself get in the body.

To be afraid of wolves - to be without fungi.

call me affectionately

Borovik - boletus;

Mokhovik - ....

Russula - ....

Basket - …..

Stump - ....

Forest - ….

Glade -…….

Lukoshko -……

Backfill questions!

There are three waves on the edge. What is more - edges or waves?

What is more in the forest - mushrooms or white mushrooms?

There are two russula and a toadstool in a clearing. Which is more - hats or legs?

Learn the poem.

When pronouncing, perform a massage (or self-massage) of the fingertips (for each poetic line, knead the pads of one finger).

Compare: fly agaric and honey agaric.

We reinforce knowledge of similarities and differences with children. General: both fly agaric and honey agaric are mushrooms, both have a hat and a leg, both grow in the forest. Differences: honey agaric - edible mushroom, and the fly agaric is poisonous; the fly agaric has a red hat with white peas, and the mushroom has a brown hat with a light spot in the center; fly agarics are larger than mushrooms.

Theme: "Vegetables"

What are there?

Carrots - juicy, long, crispy, red ...

Cucumber - …..

Tomato - …..

Think of a riddle

This vegetable is round shape, yellow color, sweet taste. (turnip)

Continue the offer.

In the garden there are beds with cucumbers, carrots, tomatoes ......

We are digging, sowing, planting in the garden with mom and dad, ...... ..

Learn the poem.

When pronouncing, perform massage (or self-massage) of the phalanges of the fingers (for each poetic line - kneading one finger; the direction of massage movements is from the nail phalanx to the base of the finger).

Pick a couple

The cucumber is big, but the zucchini is bigger.

The turnip is big, but ... .. (the pumpkin is bigger)

Beans are small, but ... .. (peas are smaller)

Parsley is high, but .... (dill above)

Tell me about your favorite vegetable

If the child finds it difficult, we give him a story plan.

I love ____________________, he (she) ________ colors, ________ shapes, ______ taste. From him (her) you can cook ______________. And I love to eat him (her) ___________.

What is superfluous? Why?

Carrots, cabbage, mushrooms, garlic.

Cucumber, pear, zucchini, pumpkin.

Name the juices.

From carrots - carrot juice, from cucumber - ......, from garlic - ......., from tomato - ......., from pumpkin - ......, from onion - ......, from zucchini - ...... etc.

Compare: cabbage and onion, cucumber and zucchini.

What do they have in common and how do they differ?

________________________________________________________________________________

We repeat the letter.

Make a word from the first sounds of words: BEET, DILL, TOMATO.

(The child does not read, but determines by ear)

We repeat: A O U Y and E are vowels.

Theme: "Fruits"

Learn the poem.

Finger play. When pronouncing, connect your fingers with pads, starting with the little fingers, one pair of fingers for each poetic line, while the palms do not touch each other)

Continue the offer

The store sells a lot of…… (peaches, pears, apples,…..)

Explain the word:

Fruiting, fertilizer, thick-skinned.

Describe the fruit from the picture without naming it. Let mom and dad guess.

Pick a couple

The apple is big, but the pineapple is bigger.

Cherries are sour, but ...... (lemon is more sour).

The pear is juicy, but ....... (the orange is juicier).

Etc.

Tell me about your favorite fruit

If the child is at a loss, offer him a plan:

What is your favorite fruit called?

Where does it grow?

What color is it, what shape?

What can be prepared from it?

In what form do you like to eat it?

(it is desirable that the child build a story complete sentences not limited to one word for each item)

tell me about fruit

Lemon - yellow, juicy, peeled, with stones, soft, sour ......

Cherry - …..

Apple - ……

What fruits are yellow, orange, red, green, blue?

Name the juices

From lemon - ....., from orange - ...., from apples - ... .., from plums - ...... etc.

What is redundant and why?

Apple, pear, tomato, orange.

Plum, peach, apricot, compote.

What is more in the garden - apples or apple trees?

__________________________________________________________________________

We repeat the letter.

Compose a word from the first sounds of words: PLUM, PINEAPPLE, DUSHES (pear variety)

We repeat the rule:

HOW MANY VOICES ARE IN THE WORD, SO MANY SYLABLES.

Divide the words into two groups - with one syllable and with two syllables:

garden, lemon, juice, plum.

Where do you hear the sound (a) - at the beginning or at the end of a word?

Apricot, pear, orange, persimmon.

Topic: “Berries. Home preparations»

What grows where?

Beets, potatoes, strawberries, cranberries, pears, cucumbers, blueberries, cherries (in the garden, in the garden, in the garden, in the greenhouse, in the greenhouse, in the forest, in the swamp, on the tree).

Compare: gooseberries and raspberries, strawberries and cranberries.

What do they have in common and how do they differ?

We reinforce knowledge of similarities and differences with children.

Continue the offer:

A lot has grown in the garden ... .. (cucumbers, carrots ...)

We collect in the forest ... .. (blueberries, lingonberries ... ..)

Growing in the garden... (apples, pears…..)

Call it kindly

strawberry - strawberry

cranberry - …

blueberry - ….

raspberry - …..

currant - ….

gooseberry - ....

What can you make jam from?

From cranberries, apples, currants, cherries, ……..

Reading, answering questions, retelling.

WHERE BERRIES GROW

Sour cranberries grow in the swamp. You can collect it in the spring, when the snow melts. Whoever has not seen how cranberries grow can walk on it and not see it. Blueberries are growing - you see them: next to a leaf of a berry. And there are so many of them that the place turns blue. Blueberry grows in a bush. Bone is also found in remote places - a red berry with a brush, a sour berry. The only berry we have is the cranberry, invisible from above.

Questions:

How do cranberries grow?

What other berries grow in the forest?

How do they grow?

Which berry is invisible from above?

Do you think it is difficult for a small child? Not at all! Let him discover for himself the difference between vowels and consonants. Here's how to do it. Select cards with word schemes that were analyzed in previous lessons: ball, house, cheese, whale, onion, forest. You see that in these words there are all the vowels of our language - a, o, s, and, u, e. Put a card with the word “ball” in front of the baby and ask him a riddle: “There is one sound in this word - unusual. This sound can be shouted very loudly, you can sing it, when you pronounce it, nothing in your mouth interferes with you - neither lips, nor teeth, nor tongue. Guess what that sound is." The child easily guesses - "a". Check with him if this is the case. Do not be embarrassed, let the children shout, listen to this sound, make sure how easy it is to pronounce. In the same way, find together with the children the sounds "o" (house), "s" (cheese), "and" (whale), "y" (onion), "e" (forest). Only after that, the adult combines all these sounds into one group and says that they are called vowels, in contrast to consonants, which cannot be called like vowels. We will now denote vowel sounds with red chips. Sometimes, in order to make it easier for a child to distinguish between vowels and consonants, we tell him that a consonant sound cannot be pulled, it cannot be sung. Giving such an explanation, we actually only confuse the child: he begins to consider the sounds "p", "m", "l" as vowels, that is, all those consonants that can be pulled and sung for a long time. But if we draw the baby's attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips or tongue, then the child will never make a mistake.

After the three-sound words are analyzed, you can introduce a new one - learn to distinguish between vowels and consonants. Do you think it is difficult for a small child? Not at all! Let him discover for himself the difference between vowels and consonants. Here's how to do it. Select cards with word schemes that were analyzed in previous lessons: ball, house, cheese, whale, onion, forest. You see that in these words there are all the vowels of our language - a, o, s, and, u, e. Put a card with the word “ball” in front of the baby and ask him a riddle: “There is one sound in this word - unusual. This sound can be shouted very loudly, you can sing it, when you pronounce it, nothing in your mouth interferes with you - neither lips, nor teeth, nor tongue. Guess what that sound is." The child easily guesses - "a". Check with him if this is the case. Do not be embarrassed, let the children shout, listen to this sound, make sure how easy it is to pronounce. In the same way, find together with the children the sounds "o" (house), "s" (cheese), "and" (whale), "y" (onion), "e" (forest). Only after that, the adult combines all these sounds into one group and says that they are called vowels, in contrast to consonants, which cannot be called like vowels. We will now denote vowel sounds with red chips. Sometimes, in order to make it easier for a child to distinguish between vowels and consonants, we tell him that a consonant sound cannot be pulled, it cannot be sung. Giving such an explanation, we actually only confuse the child: he begins to consider the sounds "p", "m", "l" as vowels, that is, all those consonants that can be pulled and sung for a long time. But if we draw the baby's attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips or tongue, then the child will never make a mistake. Tell him: “Indeed, the sound “m” can be pulled for a long time and even the song can be “mumbled”, but look how tightly your mouth is closed when you pronounce this sound, your lips prevent it from coming out of your mouth. Now the difference between vowels and consonants has been established. Such an unmemorized and, as it were, self-made definition of vowels and consonants is firmly acquired by children, they easily operate with their knowledge. And immediately draw the child's attention to the fact that the consonants in the word are pronounced differently - sometimes softly, sometimes firmly. If you correctly taught the child to name the sounds in words when you performed sound analysis, if the child called the consonant sound the way it is actually heard in the word, then distinguishing between hard and soft consonants will not cause any difficulties. Let's show how this can be done. Invite the child to analyze the word "Nina". After the word has been parsed, the sound composition diagram is filled with chips, you ask the baby the question: “What vowel sounds are there in this word?” - "A", - the child answers, pointing to the red chips on the diagram. What are the consonant sounds in this word? - "N and n". - "Very well! Tell me, do you think these sounds are similar or not? Listen to how I pronounce them: “n-n-n”, “n-n-n.” - “Similar.” - “But I pronounce one sound softly, listen: n-n-n, and the other: n- n-n - how do I pronounce it? Usually the child answers: “You pronounce it rudely.” You confirm: “Yes, I pronounce it firmly: n-n-n, and I pronounce the sound n"-n"-n" softly, right? Those consonants that we pronounce firmly are called hard consonants, and we will designate them with blue chips, and those consonants that we pronounce softly are called soft consonants, and we will designate them with green chips. Let's remove the white chips from the scheme and put these. What sound will you mark with a blue chip? - "Sound n". - “That's right, put the chip. And with a green chip, what sound in this word will we designate? - "Sound n". This is how you introduced your child to such complex concepts as vowels, hard and soft consonants. In further lessons, you will no longer need white chips: when conducting a sound analysis of a word, the child must now characterize each sound as a vowel or consonant and use the corresponding chips.
Good luck!

Preview:

It is known that the respiratory organs, along with the main biological function of gas exchange, also carry out voice-forming and articulatory functions. The development of speech breathing in a child in ontogenesis occurs simultaneously with the development of speech and ends by about 10 years. "Speech breathing is a system of voluntary psychomotor reactions closely related to the production of oral speech".

The formation of speech breathing involves, among other things, the production of an air stream. The development of an air jet is considered one of the necessary and significant conditions for setting sounds. Work on the education of the air stream begins at the preparatory stage of the formation of the correct sound pronunciation, along with the development of phonemic hearing and articulatory motor skills.

When dealing with such situations, you can use special techniques, but I will tell you about those methods of developing speech breathing that any mother can apply by introducing them into the baby's daily life.Conventionally, techniques for the development of proper speech breathing can be divided into three subgroups:

1. Exercises.

Close the right nostril with the finger of the right hand - inhale deeply, exhale through the mouth, slowly and smoothly. We repeat everything on the left side. Exercise repeat 5-10 times

The child lies on his back on the rug, his mother puts a toy on his tummy (for example, a rubber duck). Now the duck will swim on the waves: inhale, tummy puffed up, smooth exhale, tummy retracted.

2. Games.

• Rolling each other across the table by means of an exhaled air stream of small cars, a felt-tip pen, a ball, in a word, any rolling object.
• Blow off carved butterflies, cotton balls (imagining that these are lumps of snow), snowflakes, confetti, fluffs from your palm or mother's palm.
• Bubble! Gotta get the biggest one! You can compete with your mom or a friend.
• Make boats out of paper, pour water into a large plate, launch the boats into the water and take on the role of a “fair wind”. Whose ship will get to the shore faster?!
• Make a gate from improvised material (box, designer), take a light tennis ball and play football with your child. You need to blow on the ball and drive it into the gate.

3. Fun.

Encourage your child to drink their daily drinks through straws.

• But that's not all: you can pour plain water into a glass and make a storm in the glass, exhaling air through a tube. This game is very popular with children. You can compete, who will have the stronger storm in a glass.
• Blowing out the candle. Be careful doing this exercise! You can blow out a candle from different distances, you can tilt the flame with an air jet. The most interesting thing is that children, when they see that a candle has been lit, calm down; you can start talking in a whisper, creating a mysterious atmosphere (it is very effective to do this when it gets dark).
• Remember harmonicas, pipes, blown tongues, whistles from the production of folk crafts - children are delighted with them. Don't forget to inflate balloons.

It can be difficult for a small child, and sometimes even uninteresting, to perform exercises just for show. Therefore, use game techniques, come up with fairy tales, such as:

"Ventilate the cave"

The tongue lives in a cave. Like any room, it must be ventilated frequently, because the air for breathing must be clean! There are several ways to ventilate:

- inhale through the nose and exhale slowly through the open mouth(and so at least 5 times);

- inhale through the mouth and slowly exhale through the open mouth (at least 5 times);

- inhale and exhale through the nose (at least 5 times);

- inhale through the nose, exhale through the mouth (at least 5 times).

"Winter storm"

An adult ties pieces of cotton wool to threads, fastens the free ends of the threads on his fingers, thus, five threads with cotton balls at the ends are obtained. The hand is held at the level of the child's face at a distance of 20 - 30 centimeters. The kid blows on the balls, they spin and deviate. The more these impromptu snowflakes spin, the better.

"Wind"

It is done similarly to the previous exercise, but instead of threads with cotton wool, a sheet of paper cut from the bottom with a fringe is used (remember, once such paper was attached to the windows to scare away flies?). The child blows on the fringe, it deviates. The more horizontal the paper strips are, the better.

"Ball"

Tongue's favorite toy is a ball. It's so big and round! He's so fun to play with! (The child “inflates” his cheeks as much as possible. Make sure that both cheeks swell evenly!)

"The ball is deflated!"

After long games, the ball at the Tongue loses its roundness: air comes out of it. (The child first puffs out his cheeks strongly, and then slowly exhales the air through rounded and protruding lips.)

"Pump"

The ball has to be inflated with a pump. (The child’s hands perform the corresponding movements. At the same time, he himself utters the sound “s-s-s-…” often and abruptly: the lips are stretched in a smile, the teeth are almost clenched, and the tip of the tongue rests on the base of the lower front teeth. The air comes out of the mouth strong jerks).

"Tongue plays football."

The tongue loves to play football. He especially enjoys scoring goals from the penalty spot. (Put two cubes on the opposite side of the table from the child. These are improvised gates. Put a piece of fleece on the table in front of the child. The kid "scores goals" by blowing from a wide tongue stuck between his lips on a cotton swab, trying to "bring" it to the gate and get in. Make sure that the cheeks do not swell, and the air flows in a trickle in the middle of the tongue.)

When performing this exercise, you need to make sure that the child does not inadvertently inhale the cotton wool and choke.

"The tongue plays the flute"

And the Tongue can also play the flute. At the same time, the melody is almost inaudible, but a strong stream of air is felt, which escapes from the hole of the flute. (The child rolls a tube from his tongue and blows into it. The baby checks for a trickle of air on his palm).

"Suok and Key"

Does the child know the fairy tale "Three Fat Men"? If so, then he probably remembers how the gymnast Suok played a wonderful melody on the key. The child tries to repeat it. (An adult shows how you can whistle into a hollow key).

If the key is not at hand, you can use a clean empty bottle (pharmacy or perfume) with a narrow neck. When working with glass vials, one must be extremely careful: the edges of the vial should not be chipped and sharp. And one more thing: watch carefully so that the child does not accidentally break the vial and does not get hurt.

As breathing exercises, you can also use playing children's musical wind instruments: pipe, harmonica, bugle, trumpet. As well as inflating balloons, rubber toys, balls.

All the above breathing exercises should be performed only in the presence of adults! Remember that when doing exercises, the child may feel dizzy, so carefully monitor his condition, and stop exercising at the slightest sign of fatigue.

Rules for performing exercises for the development of speech breathingWhen performing tasks for the development of speech breathing, you need to follow some rules:

1) Do the exercises daily, only then will there be a sense in your studies.

2) Gradually increase the time of the classes from 1-2 minutes to 5-10 minutes.

3) It is better to do exercises on fresh air(especially in summer). If this is not possible, take care to ventilate the room.

4) When completing tasks, supervise your child:

• Exhalation should be through the mouth, inhalation through the nose. The child should not raise his shoulders and puff out his cheeks.
• The exhalation should be long and smooth,
• Lips should be slightly rounded/pulled out.

5. Breathing exercises are very tiring and can even cause dizziness, so let's rest the child, do not overload him, alternate with other activities.

I wish you and your children good luck in staging the correct speech breathing.

Remember that this is an important component of a good speech!

1. THEORETICAL FOUNDATIONS OF PREPARATION FOR SCHOOL TRAINING OF CHILDREN WITH FFN

1.1. Criteria and structure of the concept of "readiness for schooling"

Intellectual readiness.

personal readiness.

1.2. Psychological and pedagogical characteristics of children with FFN

The concept of phonetic-phonemic underdevelopment of speech

Peculiarities of speech of children with FFN

The state of phonemic perception in children with FFN

Psychological characteristics of children with FFN

1.3 Examination of the speech of preschool children with phonetic and phonemic underdevelopment of speech
Before starting work on educating the correct pronunciation, it is necessary to familiarize yourself with the speech of each child of the group. The examination of speech in kindergarten is carried out twice: in the fall, in order to properly plan the work for the year, and in the spring, to summarize the work.
Survey stages. In practical work, the examination of children's speech is carried out in the following sequence. First, we study the child's speech in the classroom, in games with children, where he can identify the vocabulary, the ability to build a phrase, the pace of speech (very fast or slow), existing speech defects (stuttering, speech delay, and others). Then an individual examination is carried out, in which the features of the child's speech are revealed.
Material. As a rule, the examination is carried out using special material, selected and designed in accordance with the recommendations of leading Russian speech pathologists published in special literature. In the speech therapy room there are specially selected subject pictures for certain sounds, which are selected in accordance with the requirement that each of the examined sounds be at the beginning, in the middle and at the end of the word, since the sound is not pronounced the same in different positions. The pictures are colorful and accessible both in content and execution.
At least three pictures were selected for each position of a sound in a word (beginning, middle, end) in order to be able to hear and write down how the child pronounces this sound.
When using subject pictures during the test of sound pronunciation, the state of the child's dictionary is also checked, whether he does permutations in words, omissions of syllables, abbreviations of words.
When examining sound pronunciation, plot pictures are also used, with the help of which the construction of sentences by the child, the correct use of prepositions, and the agreement of sentence members in gender, number, and case are checked. Pictures are selected so that they can be used to make sentences of two, three, four or more words.
The collected data is entered into the child's speech record.
Let us consider the features of conducting a speech examination of children with phonetic-phonemic speech disorders and compiling a child's speech chart in accordance with the scheme for examining children with FFNR.
Recommendations for conducting a speech therapy examination
1. The study of auditory attention and perception is carried out in the process of recognizing and distinguishing the sound of musical instruments, sounding toys, in determining the direction: the sound source.
2. The study of the state of speech perception is carried out in the process of talking and performing special tasks containing several sequentially given instructions, for example: “Go to the closet, take a red cube from the bottom shelf, put it on the table next to the pencils.”
3. The study of visual perception, spatial praxis can be carried out when performing the following tasks:

naming and differentiation of primary colors and their shades;

the ratio of the picture with the color background;

showing the right, left hand;

showing objects in front, behind, above, below;

folding cut pictures from 2, 4, 6 parts;

folding figures from sticks (according to the model, from memory).

when extracting a sound from a word:

selection of definitions for the word: hedgehog - prickly rose flower - ... ;

selection of antonyms (from 6 years old):

Changing nouns by numbers:

Changing nouns by case:

Use of the form genitive plural:

Many things?

house - houses sweater - ...

key - ... handle - ...

2. CORRECTIONAL AND DEVELOPMENT PROGRAM OF PREPARATION FOR SCHOOL OF CHILDREN WITH FFN

2.1. Goals, objectives, content of the correctional development program

Methodological substantiation of the correctional and developmental program

First period of study

1. Development of sound pronunciation, education of attention to the sound side of speech

2. Development of voluntary attention and improvement of auditory memory

3. Analysis of the sound composition of the word

4. Preparation for learning to read and write

(Slide number 2. Definition - speech readiness)

A reflection of the intellectual and mental development of the child is the state of his speech. The quality of the work of kindergarten teachers in the section “Speech development of a preschooler” directly depends on the ability to timely and adequately assess the level of speech development in order to early childhood use the potential of each kid for effective development and knowledge of the surrounding reality.

It should be remembered that in the preparatory group the further educational route of the child is finally determined and the speech readiness of the child to study at school is of great importance. Basically, for this purpose, diagnostics of the speech development of children 6–7 years old are carried out.

(Slide number 3. Criteria for the speech development of a child of seven years)

According to the section on speech development of the “Programs for Education and Training in Kindergarten”, edited by M. A. Vasilyeva, a child entering school must:

• correctly pronounce all the sounds of the native language;
• distinguish and name words with a certain sound;
• be able to determine the place of sound in a word (beginning, middle, end);
• divide words into syllables;
• make words from syllables;
• have an idea about the offer;
• be able to coordinate words in gender, number and case;
• select synonyms and antonyms;
• use different ways word formation;
• retell familiar fairy tales and stories;
• compose stories and fairy tales according to the picture (series of pictures).

In preschool educational institutions of the third type, where there is no specialist speech therapist, the main role in the identification of speech disorders and the development of children's speech is assigned to the educator. The implementation of the educational program - the comprehensive development of the child at preschool age and preparing him for schooling puts the educator in front of the need to use adequate methods for preventive work, monitoring and analyzing the dynamics of changes in the child's speech development. (The appendix contains examples of teaching aids for speech diagnostics.) The best results in the development of children's speech can be achieved when teachers:

• know the norm of speech development well ( age features) children;
• know the individual features of the speech formation of each child of the group;
• are able to correlate the individual and age characteristics of the development of the child's speech.

(Slide No. 4, 5, 6, 7, 8. Method of speech diagnostics)

Diagnosis of speech readiness for school involves the examination of all components of speech:

The state of the vocabulary.

Formation of the grammatical structure of speech.

Correct pronunciation of sounds.

The ability to distinguish speech sounds by ear.

Possession of connected speech.

(The application contains express diagnostics and picture material for examination of all components of speech)

It is desirable to conduct an examination of the speech of children individually or with a small subgroup, the teacher must have sufficient material for this, but it is also possible to conduct an examination frontally in regime moments, play activities, in the classroom within the scope of the examination. Work is carried out in the morning or afternoon hours, as well as after a daytime sleep.

Compliance with the conditions of the examination

• physical and emotional the child's condition at the time of the examination. The subject must be healthy and emotionally attuned to the conversation with the teacher.
• Question wording. The question should be formulated briefly, clearly, without unnecessary words and speech turns, correspond to the age of the child. It is this condition that is the most important, since often the child cannot answer, because he does not understand what exactly is required of him. And the most common adult mistake is the tendency to ask a long, wordy, ill-conceived question. To avoid it, you should formulate the question in advance and write it down.
• visual material. The material must be age appropriate and selected in advance. A set of pictures for diagnostics exists separately: the visualization used in teaching in the classroom should not be present when examining a child's speech. Only the picture on which the conversation is going on is placed on the table, and all the extra ones are on this moment are removed.

(Slide number 9. Methods for diagnosing speech development)

When identifying the state of speech development of children special place is given to special observations, which are carried out in the process of situations of communication between peers and adults, speech accompaniment of gaming and productive activities, regime moments(stroll).

Observation makes it possible to get a preliminary idea of ​​the capabilities of each child in the field of coherent utterance, about initiative and the ability to engage in conversation and maintain a dialogue, about the composition of phrases, the correct composition of simple and complex sentences, about the correctly executed syllabic structure, about lexical stock, about grammatical design phrases, about the phonetic content of words, about the features of expressive means and tempo-rhythmic coloring.

The next method to pay attention to is conversation . It must be remembered: in the course of a conversation, a child without deviations in speech development is able to maintain communication with replicas, voice modulation, intonation, facial expressions, gestures and other non-verbal means.

To reveal the understanding of the meaning (meaning) of words by older preschoolers, they are offered specially selected tasks, didactic exercises and games.

In the process of educational work in Everyday life the teacher for a certain time not only observes, but also records the speech of children in special tables, noting both its shortcomings and positive changes, as well as the difficulties that children experience in mastering the program material. Teachers determine the strengths and weaknesses in the speech development of each child and the group as a whole. The general, most typical for a particular group of children speech problems are identified, which are taken out in frontal forms of work.

In the process of analysis, children with pronounced individual characteristics (deviation or advance) in speech development are singled out.

Children with pronounced deviations (non-compliance with the age norm) require consultation with a speech therapist. Children with advanced development in the future need individual work (in kindergarten and especially in the family).

Thus, as a result of the examination of speech, teachers receive a clear and precise picture of the real speech development of their children.

(More tips on organizing a survey of children can be found in the methodological guide for educators of preschool educational institutions “The development of speech in children 4-5 (6-7) years old” by T.I. Grizlik L.E. Timoshchuk)

(Slide number 10. Model of corrective and diagnostic work with young children)

In preschool institutions of the 1st and 2nd type, where there are groups of compensatory orientation, there is a speech center, one of the important tasks is the early diagnosis of speech disorders. Teachers meet with incorrect pronunciation of sounds in children very early, already at the age of 2-3 years. However, in this period, most often we are talking about physiological disorders of sound pronunciation, due to insufficient formation of speech (phonemic) hearing or articulation apparatus. These violations are overcome if the whole range of measures for diagnosing and improving the health of children is carried out at home and in kindergarten. However, even at the age of 2-3 years, there are cases of pathological impairment of sound pronunciation, characterized by persistent violation of several groups of sounds, their fuzziness, blurred pronunciation, and multiple substitutions. An important diagnostic sign of delayed speech development is the absence of an independent phrase in a child or its representation by separate short words, sound combinations. These cases of speech pathology require special speech therapy and medication, without waiting for the child to reach 4.5 - 5 years.

The educator needs to be competent in the development of young children and not miss the moment of identifying violations in the child. (Techniques for examining the speech of young children are given in the manual by O.E. Gromova “Methods for the formation of an initial children's lexicon”)

Parents are the main assistants in diagnosing the development of speech in young children. Questionnaires can be offered to the attention of parents to identify early speech development (cooing, babble, the appearance of the first words, etc.), various questionnaires.

As a result of studying the speech of children, teachers receive data that require serious analysis. The data obtained make it possible to outline ways of working on the development of speech with a child in kindergarten and in the family. It is this information that should become the substantive basis for subsequent communication and interaction between teachers and parents, specialists and physicians.

(Slide number 11. Analysis of the collected materials ... )

An analysis of the collected materials enables teachers to see the prospects for the development of speech in children of a particular age group and each child individually; correctly plan the work for the academic year and get a positive trend at the end of the year.

(Slide number 12. Thank you for your attention)

Literature

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Speech readiness. The ability to fully and consistently compose a story from a picture, from a series of plot pictures. Correct construction offers. Ability to distinguish between vowels and consonants. The ability to divide words into syllables with the help of claps, according to the number of vowels. The ability to determine the number and sequence of sounds in words like “poppy”, “house”, “sleigh”. The ability to form words from sequentially given sounds. Correct pronunciation and pronunciation of words of various syllabic structures. Vocabulary and grammatical structure of speech correspond to age.

Criteria for evaluating results. 3 points (high level) - the task was completed completely and correctly. 2 points (average level) - the task was not completed completely, there are minor errors. 1 point (low level) - multiple errors or the task was not completed. 0 points - no answer.

Criteria for evaluating the composition of the story. 3 points (high level) - the story is fully consistent with the depicted situation. There are basic semantic links that are reproduced in the correct sequence. Partial omissions are allowed. 2 points (medium level) - the story largely corresponds to the depicted situation, but some semantic links are distorted; there are basic semantic links, but the sequence of individual events is broken. 1 point (low level) - the story only partially corresponds to the depicted situation, there are distortions of meaning, more than 2-3 semantic links are missing. There is only a reproduction of individual fragments of the situation without determining their relationship.

Criteria for evaluating sound pronunciation. 3 points (high level) - correct pronunciation of all sounds. The syllabic structure of the words is not broken. 2 points (average level) - violation of the pronunciation of one or two sounds. Slight distortion of the syllabic structure. 1 point (low level) - significant violations of the pronunciation of several sounds. The syllabic structure of words is distorted.

Readiness for school (scheme of speech therapy examination). 1. 2. 3. Coherent speech. Drawing up a story based on a series of plot pictures. Conversation with a child. Vocabulary. Generalized concepts. Names of objects and actions (see pictures: voices and movement of animals, names of pieces of furniture, dishes, vegetables, etc.) Grammatical structure. Name of baby animals. Diminutive - affectionate forms of nouns. transformation singular noun into plural.

4. Condition language analysis and synthesis. Phonemic analysis: a) identification of the first and last sounds in words: b) aster, fly, closet, bag, friend; rainbow, stork, poppy, house, salt. b) the number of sounds in the word (name the sounds): cat, garden, noise; frame, paw, sled; jar, brand, cat. Phonemic synthesis: make a word from sequentially given sounds: s, o, k; noise; crayfish; porridge; duck; i, g, l, a; Syllabic analysisp, o, l, k, a; sled; pillar. and synthesis. a) determining the number of syllables in words: summer, hand, raspberry, firewood, hut, ax. b) name the word pronounced in syllables: weight - on, ra - ke - that, po - that - lok, sko - in - ro - yes.

5. § § Sound pronunciation. General characteristics - from a conversation with a child. Defective articulation is determined in different conditions: isolated variant; in syllables: open, closed, with a confluence of consonants; in words: at the beginning, in the middle, at the end of a word (see survey album); in phrases: for whistling and hissing sounds: Sasha gave way to the old woman. The bear cub climbed a pine tree. The mother hen has six fluffy chickens. for the sounds R-R, L-L, M-M, N-N: Lara broke the plate. The ship is decorated with flags. Eagle on the mountain, feather on the eagle.

Pronunciation of words of different syllabic structure (note the reduction in the number of syllables, simplification of syllables, rearrangement of syllables): § repeat the words: “carpet, door, carrot, lizard, dog, pencil, traffic controller, aquarium, machine gun, lollipop”; § repeat sentences, phrases: “Motorcyclists ride a motorcycle”, “The policeman stopped the cyclist”, “Whey from yogurt”.

Conclusions based on the results of the survey: When preparing children for schooling, special attention should be paid to the development of elementary skills of language analysis and synthesis, namely: § highlighting the first and last sounds of a word; § determination of the number of sounds in a word; § determining the place of sound in a word (beginning, middle, end); § composing words from sequentially given sounds; § division of words into syllables.

Tsyganok I.Yu., teacher speech therapist
Solodovnik A.V., teacher speech therapist
Municipal preschool educational institution “ Kindergarten compensating type No. 156, Krasnodar.

Currently, the problem of a child's readiness for school is the most relevant. This is due to the fact that the school has undergone major transformations recently, new programs have been introduced, its structure has changed. Ever higher demands are placed on children going to first grade.

"I'll go to school soon..." - the kids usually say proudly. They know, feel that they are growing, changing. Parents closely monitor their growth and development, tormented by doubts: "Is it time or not to go to school?" Who can answer this question? Psychologists, teachers, or maybe the parents themselves?

But, unfortunately, parents' awareness of this issue always leaves a lot to be desired. The reason for this is the constant lack of time for parents to find useful information that could answer their questions.

That is why it became necessary to draw up methodological recommendations, which in their content reflect the advice of various experts on the issue of children's readiness for school.

Is it possible to determine readiness for school?

Certainly yes. At present, simple, accessible for practical use, sufficiently informed and reliable criteria for a child's readiness for systematic schooling have been developed.

We would like to draw attention to the following: assessing readiness for school by the level of intellectual development is the most common mistake parents make. Many believe that the main condition for readiness for school is the amount of knowledge that a child should have. At the same time, the efforts of parents do not know the measure, and the possibilities of children are not taken into account. Such parents, not having taught the child to tie shoelaces, “stuff” all sorts of information into him, regardless of age characteristics. Imagine how a six-year-old kid knows all the constellations of our galaxy, but does not know which street he lives on. Another has learned an encyclopedic dictionary almost by heart, but is completely unable to communicate with peers, is afraid of them, and is unable to concentrate even for a few minutes on the simplest task.

There are cases when the high intellectual development of a child who has not yet reached the age of six misleads both parents and teachers: he is accepted to school, and then ... school year: lost interest in school, children complain about headache, fatigue, the fact that the school is "difficult." They stop assimilating the program by writing, do not remember how many letters are written, they write badly, slowly, they become irritable, sometimes they start crying for no reason. And it takes a long time to convince parents that their child needs a sparing regimen (more walks, tempering procedures, more movements, and not sitting in front of the TV) and it would be much better to spend a year at home. It is necessary to let him get stronger, pay attention to the development of hand coordination (sculpting, drawing, embroidery).

And such cases prove that readiness for school is determined not only by the level of intelligence. What is important is not only the amount of information and knowledge that a child has, but also their quality, degree of awareness, clarity of ideas.

Of particular importance in the psychological readiness for school are abilities or prerequisites for mastering certain special knowledge and skills. Psychologists call these prerequisites "introductory skills."

That is why it is more important not to teach a child to read, but to develop speech, the ability to distinguish sounds, not to teach writing, but to create conditions for the development of motor skills, and especially the movements of the hand and fingers. I also want to emphasize the need to develop the ability to listen, understand the meaning of what is read, the ability to retell, conduct visual comparison, it is not the amount of knowledge that is important, but the quality of thinking.

It must be remembered that if, nevertheless, at the time of entering school, your child has not reached the level of readiness, but is enrolled in a preparatory class, he needs to organize a so-called sparing regime in the family. First of all, it is desirable for such children to spend the second half of the day not at school, on an “extension”, but at home, which allows them to remove additional psychological stress. They need a two-hour sleep during the day, good nutrition, and, if necessary, medical and recreational activities.

Assessing their children through the prism of health, readiness for learning, parents can understand what lies behind the so-called laziness, unwillingness to work, absent-mindedness, disobedience, and take exactly those measures that can help the cause.

Is the presence of the child required when enrolling him in the 1st grade?

Yes. This is necessary for both the child and adults: parents, teachers.

What is the purpose of an interview with a future first grader and his parents when enrolling in a school?

Conducting an interview with children serves to determine a training program that corresponds to the level of development, abilities and health of the child (4-year education in a general education school, correctional and developmental education, pedagogical systems of developmental education, etc.)

The main purpose of the interview with the future first-grader and his parents when entering the school is:

Identification of the level of preschool education, development and readiness for systematic learning at school;

Recommendations to parents on the preparation of an individual plan for preparing the child for the beginning of education, corrective work, consultations are offered with narrow specialists: a speech therapist, a psychologist, if necessary, with a psychoneurologist, an examination at the medical and pedagogical commission to clarify the question of choosing the type of school: general education or special ( correctional);

An early forecast of difficulties and timely assistance from parents, teachers, and specialists is the task facing the school staff when they first meet a future first-grader.

Alternative forms of education are now available, and a whole range of possibilities are open to parents. You can send your child to school from the age of 6 or 7, go through the first year of schooling or on the basis of a preschool institution, educate the child in a private or public educational institution. Parents can resolve this issue with the help of educators, teachers and psychologists only by determining the degree of readiness for school.

How is the entrance interview at the school?

At present, in many schools, the practice of admitting children to the first grade on the basis of an interview is becoming more widespread. During an oral conversation with a child, experts find out his ability to compose a story from a picture, answer elementary questions, and solve simple problems.

They also check oral counting skills, analyze the child’s speech, that is, they look at how well he knows how to select the right words, how rich his vocabulary is, whether he can clearly, coherently and emotionally express this or that thought.

The selection committee also checks the child's ability to understand the question posed and answer it in essence, without being distracted by secondary points. The phonemic hearing of the child and the logic of his reasoning are also subject to verification. When performed by children practical action they also look at their sensory development, the ability to plan their actions. Along with common development, reveal and level basic knowledge children on basic school disciplines: check children's knowledge of numbers and letters, the ability to read, count, use a pencil, scissors and other objects.

There are many different methods that allow you to check the readiness of the child for schooling. However, no matter what methods you use to prepare, no matter what recommendations you use, and no matter what screening tests you perform in advance for training, in no case should you train a child before an interview, force him to memorize ready-made answers.

Preparing for school is a painstaking task, and good results are possible only with systematic and planned studies. Therefore, no matter how hard you try to drag the baby to the interview at the last moment, the teacher or psychologist will definitely determine that the child simply memorized ready-made answers to questions.

Thus, it should be remembered that in such a complex matter as education, nothing can be achieved by a single effort. Therefore, only constant systematic work can provide high results. It is difficult to name the specific tasks and tests that will be at the interview, as they are usually determined in accordance with the specifics of the school or class. After all, there are special schools with in-depth study of subjects, schools where some school disciplines do not begin from the fifth, seventh, etc. grades, but from the first year of study, children are introduced to such a complex subject as a foreign language, or mathematics is studied in more depth. There are also special gymnasium classes, the conditions for admission to which are stricter than in ordinary general education classes.

Therefore, it is impossible to say with certainty which tests will be offered to your child at the entrance interview. However, the basis of any tasks will be the arsenal of knowledge, skills and abilities that a preschooler must master in order to enter school and study successfully in it.

How do you know if your child is ready for school?

By the beginning of schooling, the child should have developed:

* elementary mathematical representations.

He must know:

The composition of the numbers of the first ten (from separate units and from two smaller numbers);

How to get the number of the first ten by adding one to the previous one and subtracting one from the next one in the row;

Numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9;

Signs +, -, =, >,<;

The name of the current month, the sequence of days of the week;

He must be able to:

Name numbers in forward and reverse order;

Correlate the number and number of objects;

Compose and solve problems in one action for addition and subtraction;

Use the signs of arithmetic operations;

Measure the length of objects using a conditional measure;

Compose from several triangles, quadrangles larger figures;

Divide a circle, a square into 2 and 4 parts;

Focus on a sheet of checkered paper.

* speech children should be able to:

Build complex sentences of different types;

Compose stories based on the picture, a series of pictures, small fairy tales;

Find words with a certain sound;

Determine the place of sound in a word;

Make sentences of 3-4 words;

Divide simple sentences into words;

Divide words into syllables (parts);

Distinguish between different genres of fiction: a fairy tale, a story, a poem;

Independently, expressively, consistently convey the content of small literary texts, dramatize small works.

* ideas about the environment:

To be able to distinguish in appearance the plants common in the area;

Have an idea about seasonal natural phenomena;

Know your home address, surname, name, patronymic of parents.

Is it possible to determine the psychological readiness of a child for school?

1. Socio-psychological readiness for school:

Learning motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in acquiring new knowledge);

The ability to communicate with peers and adults (the child easily comes into contact, is not aggressive, knows how to find a way out of problem situations of communication, recognizes the authority of adults);

The ability to accept the learning task (listen carefully, clarify the task if necessary).

2. Development of school-significant psychological functions:

Development of small muscles of the hand (the hand is well developed, the child confidently owns a pencil, scissors);

Spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right);

Coordination in the eye system - hand (the child can correctly transfer the simplest graphic image - a pattern, a figure - visually perceived at a distance (for example, from books) into a notebook);

Development of logical thinking (the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features);

Development of voluntary attention (the ability to keep attention on the work performed for 15-20 minutes);

The development of arbitrary memory (the ability to mediate memorization: to associate the memorized material with a specific symbol / word - picture or word - situation /).

How to choose the right school for your child?

When sending a child to school, parents must understand what they want from the educational institution to which they send their child. Some want the child to be erudite, to have a lot of knowledge. Others, so that their successor would have a high level of competence: be able to study, work with information, conduct research work. Still others, having a child with poor health, want to educate him at a school where, along with educational programs, health programs are also being implemented.

In addition, the following should also be taken into account. They say that it is necessary to choose not a school, but a teacher. This is not entirely true, although in elementary school a teacher for a child is a king and a god. But the general atmosphere in the school is more important.

Inside the school, you need to look at the condition of the toilets and the dining room. If there are ads written six months ago on the stands, obviously not everything is in order in these walls.

You can meet with the director and look at the general culture and level of goodwill of this person. You can try to walk along the corridors of schools in your area (in my opinion, it is better for a child to study in elementary school close to home) and listen to whether teachers scream at children there or not.

It is also important that the child has the opportunity to express themselves and get approval, if not in studies, then in creations, or sports, etc. The people around you should know about it. Then the child will not have an inferiority complex. And some parents, having bought a large chocolate bar and presented it to the cleaner, learn from her the characteristics of all teachers.

From the age of six or from the age of seven, should a child be sent to grade 1?

It is impossible to answer this question unambiguously, since it is necessary to take into account a number of factors that determine the readiness of the child for learning. It is on how developed the child is physically, mentally, mentally and personally, as well as what the state of health of the child, and it will depend on what age he needs to start school. The whole complex of factors that determine the level of development of the child is important, at which the requirements of systematic education will not be excessive and will not lead to a violation of his health.

Recall that children who are not prepared for systematic education have a more difficult and longer period of adaptation (adaptation) to school, they have various learning difficulties much more often, among them there are much more underachievers, and not only in the first grade.

According to the sanitary and epidemiological rules SanPin 2.42.1178-02 "Hygienic requirements for the conditions of education in general educational institutions", children of the seventh or eighth year of life are admitted to the first grades of schools at the discretion of the parents on the basis of the conclusion of the psychological, medical and pedagogical commission (consultation) on the readiness of the child to learning.

A prerequisite for the admission to school of children of the seventh year of life is that they reach the age of at least six and a half years by September 1. Education of children under six and a half years old by the beginning of the school year is carried out in a kindergarten.

How can you help your child adjust to school more easily?

Wake up the child calmly. Waking up, he should see your smile. Do not push in the morning and do not pull on trifles. No need to reproach him for his mistakes, even if he was warned yesterday.

In no case do not say goodbye, warning: “Look, do not indulge!”, “Behave yourself!”, “So that there are no bad marks today!” etc. Wish your child good luck, cheer, find a few kind words - he has a difficult day ahead.

After listening to the teacher's remark, do not rush to arrange a thrashing, try to make your conversation with the teacher take place without the child. By the way, it is always good to listen to both sides and not jump to conclusions.

After school, do not rush to put the child to do the lessons, you need 2-3 hours of rest, preferably sleep. The best time to prepare homework is from 15:00 to 17:00.

Do not force to do homework in one sitting. After 15-20 minutes of classes, 10-15 minutes of “break” are needed - preferably mobile.

During the preparation of lessons, do not sit “over your soul”, give the child the opportunity to work on his own, but if you need your help, be patient. Address him calmly: “Don't worry, everything will work out, let's figure it out together. I will help". Praise, even if something does not work out, is necessary.

When communicating with a child, try to avoid conditions: “If you do, then ...” Sometimes the conditions become impossible through no fault of the child, and you may find yourself in a difficult situation.

Remember that during the school year there are critical periods when it is more difficult to study and fatigue comes faster, performance is reduced. These are the first 4-6 weeks after the start of classes, the end of the school year or the first week after the winter holidays. During these periods, you should be especially attentive to the condition of the child.

Don't ignore your child's complaints of headaches, fatigue, and feeling unwell. Most often, these are objective indicators of learning difficulties.

Keep in mind that even older children are very fond of bedtime stories, songs and other signs of tenderness. All this soothes them and helps to relieve tension and sleep peacefully. Try not to think about troubles before going to bed, not to discuss tomorrow's test.

How to organize the workplace of a first grader?

1. Landing- Children should sit up straight without touching the table with their chests.

The legs of the entire foot stand on the floor or stand, the head is slightly tilted to the left (to the right for those who are left-handed.

2.Pencil position- the pencil is held with three fingers: thumb, index and middle, and the ring and little fingers are bent to the palm. Keep fingers from the rod at a distance of 1-1.5 cm.

3.Notebook position- put the notebook so that the beginning of the line on the page where the work is in progress, the axis comes to the middle of the chest, the distance from the notebook to the eyes should be at least 33 cm

4.Hand position when writing- the writer's hands should lie on the table so that the elbow of the right hand slightly protrudes beyond the edge of the table and the right hand moves freely along the line, and the left hand lies on the table and holds the worksheet from below.

5. Good workplace illumination. - the lamp should be on the left side of the child (for right-handers).

6. Desk- First of all, the growth of the child is taken into account. If the desk and chair correspond to the height of the student, it is much easier for the child to deal with, he retains his working capacity and activity longer. To determine whether the height of the table and chair is suitable for the height of the student, use the "right angle" rule. It is known that with a correct fit, a person can see two right angles. The first is formed in the knee by the lower leg and femoral part of the legs, and the second - in the elbow by the shoulder and forearm, if the hands lie on the surface of the table.

How to carry out phonemic analysis of a word?

The modern school requires from children entering grade 1 the ability to act mentally, to analyze and generalize. Proper preparation for language learning is realized at the level of sound analysis of the word.

Sound analysis is:

Determining the order of sounds in a word

Extraction of individual sounds

Distinguishing sounds according to their qualitative characteristics.

We offer you reference material on the sound-letter analysis of the word.

2. When pronouncing vowels, the air coming out of the mouth does not meet with obstacles.

3. How many vowels are in a word, so many syllables are in a word.

4. Are marked in red.

5. Soften the consonant: I, E, Yu, I.

1. Pronounced with noise.

2. When pronouncing consonant sounds, the air coming out of the mouth meets an obstacle in the form of a tongue, teeth, lips.

3. A consonant sound can be hard or soft.

4. A hard consonant is indicated in BLUE, a soft consonant in GREEN.

5.Always solid: W F C

6.Always soft: CH Y SHCH.

Hard (blue) Soft (green)

If there is a consonant after -if there is a consonant after

A O U Y E Z E I Y

If acc. stands at the end of the word - if after acc. worth b

Always hard: W W C - always soft: H Y W

Aurally pronounce the word (POWER)

What is the first sound in the word?

What color is indicated?

Mark it with a green dot on a piece of paper.

What is the second sound, mark it with a red dot.

What is the third, mark in blue.

What is the fourth, mark in red.

How many consonants are in a word? Name them.

How many vowels are in a word? Name it.

How many sounds are there in a word?

Reading: harm or benefit ...

Teaching a child to read is one of the main conditions for the successful early development of a child. Parents often ask teachers questions about when it is time for a child to read, how to teach him to read. At what age should a child be taught to read? How long does it take for a child to learn to read? Should children be taught to name letters? What is the best way to teach a child to read? Let's try to understand these questions.

Supporters of most of the existing methods of teaching children to read guarantee a 100% result. However, none of them analyze cases of not very successful education of children. It would be foolish to deny the positive aspects of different teaching methods. However, some children cannot learn to read until age 7 or 8, or they make specific reading errors (dyslexia).

What can be an obstacle to teaching a child to read?

Letter reading. Parents who do not know how to teach reading correctly teach the child the letters: “A - Be - Ve - Ge - Te ...”. In the process of learning, the child remembers the names of the letters. But when parents begin to teach the baby to put letters into words, the simple word “mother” sounds like “ME-A-ME-A” and the child does not understand what word he read. The word read is not like the one the baby is used to hearing. Learning to read turns into cramming. Both the parents and the child feel disappointed with such training.

mechanical reading. Often parents in the process of learning to read do not show or explain to the child pictures or objects whose names he has just read. Therefore, the child cannot explain the read word or phrase.

Individual features of the development of the child. Reading is a complex process that depends on the collaboration of several areas of the cerebral cortex. Underdevelopment or damage to one of the parts of the brain can lead to the fact that the child’s reading skill will appear much later or be impaired, up to the complete impossibility of mastering reading (alexia). One of the main tasks in the process of reading is performed by the occipital and occipital-parietal regions of the cortex, which are responsible for visual perception. These zones mature later than other parts of the cerebral cortex. If the development of these areas of the brain is delayed, then for the successful teaching of a child to read, you will have to use other perception systems (tactile sensitivity, general movements). For example, Maria Montessori suggested that children memorize the outlines of “rough” letters cut out of sandpaper, “writing” them with their fingers.

Development problems. A child with mental retardation, reduced visual acuity is less likely to learn to read early than his healthy peer. However, it is reading that can help a child with developmental problems. Teaching a child to read early can help develop speech in non-speaking children, as well as in children with hearing and communication problems. There are cases when children with early childhood autism syndrome mastered reading 20-30 new words every day thanks to phenomenal visual memory.

Of course! There is no method of teaching reading that is equally effective for every child. This does not mean that you should rush from one method of learning to read to another. There are many ways to teach your child to read. Perhaps you can develop a personalized reading program for your child.

What is the duration of classes with a child at home?

The duration of daily homework for the development of cognitive abilities of first-graders (on the individual recommendation of the teacher) should not exceed 30 minutes. Remember that for a child of 6-7 years old, the game is the main way to learn about the world around. Therefore, it is necessary to include game elements in the lessons.

What activities are useful for a child in the period of his preparation for school?

1. Development of small muscles of the hand:

Working with different types of constructors;

Working with scissors, plasticine;

Drawing in albums (pencils, paints).

2. Development of cognitive abilities (development of memory, attention, perception, thinking).