Forms and methods of logopedic influence. General didactic and special principles underlying the logopedic impact

The logopedic effect is pedagogical process, which implements the tasks of corrective education, and tasks of a correctional and educational nature. In the corrective education of children-speech pathologists, and in particular in the correction of their sound pronunciation, great importance is attached to general didactic principles: educational nature of education, scientific character, systematic and consistent nature, accessibility and visibility, consciousness and activity, strength, individual approach.

Speech therapy also relies on special principles: etiopathogenetic(taking into account the etiology and mechanisms of speech disorders), consistency and consideration of the structure of speech disorders, complexity, differentiated approach, phasing, development, ontogenetic, accounting personality traits, an active approach, the use of a workaround, the formation of speech skills in a natural speech communication .

When eliminating any speech disorders, it is necessary to take into account the totality of etiological factors that cause their occurrence. These are external, internal, biological and socio-psychological factors.

So, when staging the sounds “P”, “Pb”, if the child has a shortened hyoid ligament, then in this case, speech therapy is combined with surgical intervention (the hyoid ligament is cut). Violation of sound pronunciation (dyslalia, dysarthria) can be caused by insufficient attention of others to the child's speech, i.e. social factor. In this case, speech therapy work is aimed at the development of speech motor skills, phonemic perception, as well as the normalization of the child's speech contacts with the social environment. In such cases, sometimes psychotherapeutic, medical intervention is also required.

When eliminating dyslalia, the main thing is the impact on the leading violation - the lack of formation of auditory differentiation or "underdevelopment of articulatory motility."

The goal of speech therapy work in this case will be not just stimulation and activation of the speech process, but the formation of normal speech mechanisms.

In case of violation of sound pronunciation of dysarthria origin, the leading disorder is the phonetic side of speech due to partial paralysis and paresis of the muscles of the speech apparatus. But both with a dysarthric origin of a violation of sound pronunciation, and with a dyslalic origin, there is often a violation not only of the phonetic side of speech, but also of the lexical stock, as well as the grammatical structure of speech, therefore, speech therapy influence is directed not only to correct violations of the phonetic side, but also to the development speech in general.

A comprehensive medical-psychological-pedagogical impact is very important in the elimination of all complex speech disorders.

Logopedic influence is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods and techniques of correction. Consistently formed the prerequisites for the transition from one stage to another.

So, work to eliminate complex violations of sound pronunciation is carried out in the following stages:

• preparation of the articulation apparatus and production of a defective sound (combination of articulation and finger gymnastics);
• staging, automation, differentiation of sounds (if necessary).

Logopedic influence is based on ontogenetic principle, taking into account the patterns and sequence of various forms and functions of speech. So, in cases where a child has a large number of disturbed sounds, for example, whistling, hissing, “R”, “L”, consistently in the work is determined by the sequence of their appearance in ontogenesis (“L”, whistling, hissing, “R”, "Rh").

During the formation of higher mental functions (including speech), various afferentations and analyzers take part in the process of ontogenesis.
Thus, the process of sound discrimination in early ontogenesis is carried out with the participation of auditory, visual, kinesthetic afferentation. Later, in the process of sound discrimination, acoustic afferentation becomes the leading one.

When eliminating speech disorders, and in particular, defective sound pronunciation, the speech therapy influence is the leading one, the main forms of which are education, training, correction, compensation, adaptation, rehabilitation.

Logopedic influence is carried out various methods. At each stage of speech therapy work, the effectiveness of mastering the correct speech skills is ensured by the appropriate group of methods. So, at the stage of sound production, practical and visual methods are mainly used, while automation, especially in coherent speech, conversation, retelling, story are widely used.

To practical methods speech therapy impact include exercises, games and simulations. Exercise is the repeated repetition by the child of practical and mental tasks and actions. So, as a result of the systematic implementation of articulation exercises, the prerequisites are created for setting the sound, for its correct pronunciation. At the automation stage, we achieve correct pronunciation sound in words, phrases, sentences, poems, texts, related speech.

Exercises are divided into imitative-performing and creative.

Imitative-performing performed by children in accordance with the model. So, at the first stage of sound pronunciation correction, the performance of articulatory exercises is first carried out according to a visual demonstration, on the basis of visual perception of the speech therapist's tasks, and in the future they are only called.

In the exercises creative nature it is supposed to use learned methods in new conditions on new speech material.
In the work on sound pronunciation, speech exercises are also used, for example, the repetition of words with a set sound.

Game exercises - physical minutes (actions with verses, imitation of the gait of animals, etc.) - cause an emotionally positive mood in children, relieve their stress.

The game method involves the use of various components gaming activity in combination with other techniques: showing, explanations, instructions, questions.

One of the main components of the method is an imaginary situation in expanded form (plot, role, game actions). For example, the game "Shop", "At the edge of the forest", "Field of Miracles".

Modeling is the process of creating models and using them. Simulation efficiency depends on the following conditions:

• the model should reflect the main properties of the object;
• be accessible to the perception of a child of this age;
• should facilitate the process of mastering skills, abilities and knowledge.

Wide application received graphic modeling when forming sound analysis and synthesis, when graphic schemes of the sentence structure, syllabic and sound composition of the word are used, which is necessarily included in the system of work on sound pronunciation.

To visual methods include observation, looking at drawings, paintings, listening to tape recordings, records, etc.
Visual aids are effective when they meet the following requirements:
- clearly visible to all frontal exercises);
- selected taking into account the age and individual psychological characteristics of the child;
- correspond to the tasks of speech therapy work at this stage of correction;
- accompanied by precise and specific speech.

When correcting sound pronunciation, we use as visual aids a set of pictures from the “Didactic material for correcting pronunciation deficiencies in children” by N.I. preschool age» G.A. Kashe (Moscow, Prosveshchenie, 1999) and T.B. Filicheva, as well as from the cut illustrated material on correcting speech deficiencies in preschool children “We play and learn” by T.S. Tretyakova (Moscow, Prosveshchenie. 1997).

To automate the delivered sounds (whistles, hisses, sonoras, affricates) in coherent speech, we use illustrated material with methodological instructions (for children with ONR), developed by speech therapist T.A. Tkachenko (Moscow, Vlados, 2008, 2009).

We selectively use numerous illustrative and didactic material developed by modern authors. Why selectively? Because the majority of modern authors in their illustrated material almost do not follow the principle of working on preserved sounds in children with
FFN.

It should be noted that in the work on the correction of sound pronunciation in children with FFN 5-6 years old, we use game and visual methods with the inclusion
verbal (showing the image, explanations, explanations, pedagogical assessment).

Returning to the modeling method, I want to dwell on the experience of the speech therapist of preschool educational institution No. 1237 in Moscow N. Smirnova, on her effective express method - models of phonetic-phonemic compensation. Its essence lies in getting rid of old defective stereotypes and the formation of correct speech reflexes in a faster than usual mode.

The model assumes the following components:

1. The maximum saturation of the speech exercise with the studied sound in the absence of mixed sounds.
2. Ensuring the dominant character of a given sound.
3. A variety of speech technologies (pure tongue twisters, tongue twisters, games, exercises, counting rhymes, nursery rhymes, etc.)
4. Use of rhythm: rhyming speech material contributes to more productive automation of sounds.
5. Entertaining game character speech exercises, which increases the motivation of children.
6. Development of speech dexterity and activation of components speech activity.

N. Smirnova offers an exemplary complex of speech gymnastics as an express method for automating the sound "Sh" (the complex is designed for 4-8 weeks, the material is used in parts).

• Double or triple naming of subject pictures (the sound “Sh” is exaggerated and pronounced longer than other sounds).
• Repetition of “words-friends” in threes: cockerel - strap - scallop, tire - car - jug, pillow - frog - cuckoo, palm - flat cake - midge.
  (The author has a lot of words with the sound “R”, and it is far from always put before the sound “Sh”. I tried to replace these words.)
• Repetition of phrases:
  Sha-sha-sha - hat, chess, noodles
  Shi-shi-shi - tire, awl, reeds
  Shu-shu-shu - Masha eats noodles
  Shi-shi-shi - eat porridge, kids
  She-she-she - Misha whispers in a hut
• Performing the exercise "We learn the sound" Sh "". On the playing field, there are pictures in three or five rows, respectively, of a rhymed miniature:
  Sha-sha-sha, shi-shi-shi,
  Kitty, bucket, hut, kids,
  Hat, car, grandfather, books,
  Knife:, cockerel, cones, panties,
  Hat, horse, chocolate, cup,
• Performing the "What's Who" exercise:
  The wings of a midge, the ears of a cat.
  Masha has stones, Natasha has a box.
  Lusha has a cat, Tanya has a mouse.
  The ears of the bear, the ears of the baby,
• Performing the exercise "In the closet"
  Masha has a cat in the closet,
  And Pasha has a matryoshka.
  Misha has a gun in the closet,
  And Masha has a reel

  Based on the goals and objectives of speech therapy impact, three stages are distinguished:

I. Preparatory. Its goal is to include the child in a targeted, speech therapy process for correcting sound pronunciation, to develop voluntary attention, crumpling, suspicious operations "(especially comparisons and conclusions).

special speech therapy tasks become: the ability to recognize and distinguish between phonemes and the formation of speech motor skills and abilities (achieved by articulatory gymnastics).

Carrying out articulation exercises preparation for the production of any sound includes a number of requirements:
- develop the ability to take a certain pose, hold it, smoothly switch from one articulatory pose to another;
- the system of exercises for the development of articulatory motor skills should include both statistical exercises and exercises aimed at developing dynamic coordination of speech movements;
- exercises are needed to combine the movements of the tongue and lips so that they mutually adapt to each other (the phenomenon of coarticulation);
- classes should be held for a short time, but repeatedly;
- as you master the movement necessary to realize the sound, you can move on to practicing movements for other sounds.

II. The stage of formation of primary pronunciation skills and abilities. Its goal is to form in the child the initial ability to correctly pronounce the sound on specially selected speech material.

Let us dwell in more detail on the use of speech material in the automation of the sounds "P, Pb" (see Appendix I - XII). These sounds are often difficult to set and then difficult to automate. In the application, the speech material is arranged in a sequence determined by practice, but it should be noted that each child is an individual, one must try what will be easier for the child to pronounce, in view of this, to vary the use of this speech material. So, after the appearance of the sound “R” in words starting with “dra-”, the child cannot single out the sound “R” separately. Sometimes this becomes possible in combination with the posterior lingual (“kra-”, “gra-”), sometimes in combination with the labial “B” (“bra-”, “brr-”). There is a statement in the literature that the “P” at the end of the word is easily absorbed, and practice shows that it is difficult for children, the same with the soft version of “P” - “R”.

When selecting speech material, it is important to follow the principle: select words that are simple in phonetic composition (gradually complicating it), and not containing disturbed and mixed sounds.

III. The stage of formation of communicative skills and abilities. The purpose of this stage is to form the child's skills and abilities to accurately use the delivered speech sounds in all situations of communication. Creative exercises are used, material saturated with certain sounds is selected. For the development of speech self-control in a child, it is important complex impact on him: speech therapist - educators - parents.

Complex cases of manifestations of impaired sound pronunciation in children with FFN require clear lesson planning, a reasonable dosage of material, determining the sequence of sounds, as well as an idea of ​​which sounds can be included in the work at the same time, and which should be worked out sequentially.

LITERATURE

1. Volkova L.S. speech therapy. M.: Enlightenment. 1999
2. Pravdina L.V. speech therapy. M.: Enlightenment. 1999
3. Smirnova N. "Shura walked, walked, walked." Preschool education.
№4, 2006
4. Shiganina O.V. Game techniques for corrective work to automate the set sounds. Speech therapist. No. 5, 2005
5. Shepilova E.A. Formation of pronunciation self-control in junior schoolchildren with impaired auditory perception. Speech therapist № 1, 2005

Northern District Department of Education of the Department of Education of the City of Moscow
State budgetary educational institution school No. 2099
Teacher - speech therapist: Sadova I.V.:

Methods and techniques of logopedic influence.

1. Imitatively performing;

manual;

3.Creative

The use of methods and techniques in the work on the formation of vocabulary

and grammatical structure of speech.

Dictionary expansion

Formation of the function of word formation

Development of coherent speech

Formation of inflection

Formation of the syntactic side of speech

Visual Methods:

Using the layout "Speech therapy village", manual "Fairy frigates"

Verbal Methods:

Story, conversation, explanation,

Clarification and dissemination of the statement;

Drama games.

Practical Methods:

Creative exercises;

Sign schemes;

Logotales.

Visual methods:

Show sample task and method of execution;

Using the layout "Speech therapy village";

tape recordings;

Sign-symbolic modeling.

verbal methods.

Reception of word creation;

Word games.

Practical Methods:

Imitative-performing and creative exercises;

Attachment models.

Visual methods:

tape recordings;

looking at pictures;

Using the sandbox;

Model "Speech therapy village";

Descriptive schemes.

Verbal Methods:

Story;

Retelling;

Dramatization games;

Logotales.

Practical Methods:

Imitative performance and role-playing games;

Question-answer games.

Visual methods:

Using the sandbox;

Models for working with prepositions;

Model "Speech therapy village";

Tape recordings.

Verbal Methods:

Retelling;

Show sample execution.

Practical Methods:

Speech, imitative-performing and game exercises;

Logotales.

Visual methods:

Use of benefits "Speech therapy village"; sandbox, fabulous frigates;

Examination of paintings and drawings;

Show a sample task and how to complete it.

Verbal Methods:

Acceptance of writing a letter;

Refinement and dissemination of the statement.

Practical Methods:

Modeling;

Graphic schemes;

Speech and creative exercises;

Using the sandbox.

2) Expected results of corrective work.

Criteria for determining the level of lexico-grammatical representations

children of the 7th year of life (preparatory group).

Low speech level

Average level of speech.

High level of speech.

3) Monitoring, system feedback, tracking learning outcomes. Forms of current, intermediate, final control, methods of assessing knowledge, skills.

In my work, diagnostics is a form of current, intermediate, final control of the speech development of children. During the diagnostics, I relied on the examination materials set out in the practical manuals Filicheva T. B., Chirkina G. V. “Elimination general underdevelopment speech in preschool children "and Kiryanova R. A. "Complex diagnostics of preschool children with severe speech disorders" (materials of a specialist preschool), and I was also guided by such manuals as: “Speech therapy examination of a child” by Bolshakova S. E., “Didactic material for examining the speech of children” by Bessonova T. B., Gribova O. E., “Album for a speech therapist” by Inshakova O. B., “Methodological recommendations for speech therapy diagnosis and correction” Smirnova I. A. One of the diagnostic methods for identifying the level of lexical and grammatical representations in children with ONR is the speech therapy examination scheme, which consists of the following points:

1. The study of the vocabulary of the language.

Independent addition by the child of the thematic series:

what sun? - warm, bright

what vegetables grow in the garden? - cucumbers...

selection of synonyms, antonyms, related words;

Mark:

Correspondence of the dictionary to the age stern;

The presence in the dictionary of verbs, adverbs, adjectives, pronouns, nouns;

The accuracy of the use of words.

2. Examination of the grammatical structure of speech.

a) Function status inflections:

Transformation of the singular number of nouns into the plural in the nominative case;

Formation of the genitive form of nouns in the singular and plural;

Agreement with numbers (2 and 5).

b) function state word formation:

- formation of nouns with the help of diminutive suffixes;

Formation of adjectives (relative, qualitative, possessive);

Formation of names of young animals;

Formation of verbs with the help of prefixes.

3. The state of connected speech.

a) Reproduction of a familiar fairy tale:

- by memory;

- through a series of pictures.

Fairy tales: "Gingerbread Man", "Ryaba Hen", "Teremok".

b) Drawing up a story based on a series of plot pictures.
Mark:

Logical sequence in the presentation of events;

The nature of agrammatism;

Dictionary features.

4. Processing the received information, filling out diagnostic cards.

Diagnosis of children with OHP cannot be fully based on the identification of knowledge, skills and abilities. For a child of senior preschool age, first of all, what is important is not how much subject knowledge of a certain educational field he owns, but the way in which this knowledge was mastered by the child. Thus, a certain set of knowledge that a child possesses does not always indicate its real results. Therefore, when selecting methods and diagnostic material, I took into account the psychological characteristics of children and the structure of the speech defect.

List of methods and diagnostic material for the examination of the lexical and grammatical structure of speech.

1 . Subject and plot pictures on lexical topics.

2 . Action pictures:

boy draws;

girl watering flowers;

Mother is washing the dishes;

grandmother knits socks;

the boy is playing with the ball;

a girl jumping rope, etc.

3. Pictures depicting a different number of items:

table - tables; hat - hats; bucket - buckets.

Game "One - many".

Purpose: to reveal the ability of children to independently form a plural noun from a singular noun.
Progress: The speech therapist shows a picture of one object and invites the child to find a picture of the same object, but in large quantities.

Pictures: ball - balls; home - at home; bucket - buckets, etc.

The speech therapist shows a picture and calls: a ball.

And you, - the speech therapist asks, - what is in the picture?

Child's answer: I have balls in the picture.

Thus, it is proposed to name all the pictures (5-6 pictures).

The game "Catch and call."

Speech therapist: I will throw the ball and name words that mean one thing; you throwing the ball ; you will give me a word that means many things. This game reminds us of the rules of the One-Many game. The speech therapist throws the ball to the child, calling the word "house"; child
returns the ball calling the word "home". It is necessary to teach the child to combine movement with the word. The speech therapist names five to eight words.

4. Pictures depicting large and small objects.

Game "Big- small".

Purpose: To identify the ability of children to educate with the help of suffixes of nouns of diminutive meaning.

Equipment: Pictures of large and small objects.

Move: Red circles - large and small. The speech therapist offers to name what is on the card: a small circle, a large circle.

The speech therapist invites the child to name the mugs without the words “big” and “small”.
It? - points to a small circle.

Child's answer: circle.

And this? shows the speech therapist to a large circle.

Child's answer: circle.

Speech therapist: Help me, please, I need to make out the pictures.

Place small objects in the pictures under the circle, large objects under the circle.

The speech therapist places a tray with pictures of large and small objects in front of the child and monitors the child's progress in completing the task.

Under a small circle there are drawings: a Christmas tree, a ball, a ball ..

Under the large circle are drawings: a Christmas tree, a ball, a ball.

The speech therapist suggests naming large objects first, and then small ones.
Child's answer: Christmas tree, ball, ball;

Christmas tree, ball, ball.

5. Pictures depicting homogeneous objects that differ in some way (size, height, width).

Ribbons - long, short.

The fence is high, low.

Rope - thick, thin.

6. Pictures depicting two and five objects.

The game "Name how many."

The pictures are upside down. The child does not see them.

Purpose: To reveal the ability of children to agree on numbers (2 and 5) with nouns in gender, number, case.

Stroke: In front of the child are pictures that are upside down. The speech therapist offers to name what is on the card.

This is ... (the child randomly names any object). The speech therapist turns the picture over and offers to name what is on the card (ball). So all the pictures are turned over sequentially.

Speech therapist: Name the objects that are drawn on the cards.

The child calls: ball, Christmas tree, bucket, car.

There are 4 cards in front of you, but I also have a fifth one, look - the speech therapist offers the child a card with the image of two circles. - What's on the card?

Child's answer: Mugs.

Speech therapist: How many circles?

Child Answer: Two.

The speech therapist puts a card with the image of two circles in front of the pictures.

Speech therapist: Name the objects, adding the number 2.

Sample : two balls, two Christmas trees... keep going.

The speech therapist changes the first card to a card with the image of five

circles, after inviting the child to close his eyes.
Speech therapist: Open your eyes and see what has changed.

Child: New card.

Speech therapist: Count how many circles are on the card.

The speech therapist suggests naming the same pictures, but adding a number 5.
Sample : 5 balls, 5 Christmas trees.

The game "Find the extra"

Purpose: to clarify the ability of children to compare, analyze, generalize, classify, draw conclusions, distinguish an extra one from a group of homogeneous objects.

Speech therapist: Dunno drew objects for you today. Can you name what he drew? How to say in one word what Dunno drew? Why can't I say that Dunno drew vegetables and fruits? Find an extra item. Name and shade it.

Material for condition research coherent speech

1. Pictures with action.

2 . Story pictures.

Z. Series of plot pictures (2,3,4,5) .
4. A series of pictures based on fairy tales: "Ryaba the Hen", "Turnip", "Teremok".

When conducting a survey of children, I relied not only on special diagnostic material, but also on my observations of the child in regime moments, game activity, attended the classes of educators of my group to track the dynamics of the child's speech development. From this it follows that the use of variable tasks and games, various examination methods allows to more accurately identify the level of formation of lexical and grammatical representations in children, which in turn contributes to the accurate choice of methods and technologies of correctional work. 4) The results of the work. In the preparatory group, diagnostics were carried out in September (introductory), in January (intermediate) and in May (final). From September 1 to September 15, an introductory diagnostic was carried out, which showed that 60% of the children in the preparatory group had a significantly impaired grammatical structure of speech, which is expressed in the difficulty of changing the cases of nouns ( draw with a pencil, no ears, dig with a shovel), in the formation of plural nouns ( tree - trees, leaf - sheets), in the absence of prepositions or their incorrect use ( squirrel sits in a hollow). On examination vocabulary it was found that children find it difficult to select antonyms ( tall - small, long - small, bold - weak), do not know the names of body parts ( elbow - nail), confuse generalizing concepts ( vegetables and fruits, wild and domestic animals). There is also an insufficient development of the statement and difficulties in retelling the text from the picture. Based on the data of the introductory diagnostics, three subgroups of speech development were completed: Group No. 1 - with a borderline level between medium and high levels; Group No. 2 - with an average level; Group No. 3 - with a low level. Corrective work was planned with each subgroup, the time load per day, week, for each child of the group was determined. From January 1 to January 20, intermediate diagnostics were carried out, the data of which showed significant dynamics in the speech development of each child. According to the results of the examination of the grammatical structure of speech, 30% of children moved from a low level to an average one, and high level increased by 20%. The vocabulary survey also showed growth dynamics: 5% of children moved from low level to medium, and high level increased by 25%. When replenishing vocabulary, the percentage of growth is not large. I explain this by the fact that children with general underdevelopment of speech have great difficulty in acquiring verb forms and a vocabulary of features, which is due to the pace of vocabulary formation in these children as a whole. A survey of coherent speech showed that 35% of children moved from an average level to a high level and 45% of children moved from a low level to an average level. These data show a significant increase in speech development. Based on the results of the intermediate diagnostics, the subgroups were again formed, but their composition changed. The survey data made it possible to transfer children from groups with a low level of speech development to a stronger subgroup. From May 15 to May 30, the final diagnostics was carried out, which showed high results in all three indicators. About 80% of children have a high level of speech development and 20% of children showed an average level of speech development. These are children who at the beginning of the school year had a low level of speech development, as well as children with low working capacity and increased fatigue. The results of the examination allowed me to predict the characteristics of the child's development and select the optimal content of education and upbringing, means and methods of adequate corrective action. The revealed unevenness in the timing of the maturation of individual functions in children made it possible to determine their individual characteristics and outline the optimal conditions for normal speech development. I introduced the diagnostic data to the teachers and parents of the preparatory speech therapy group, which allowed them to: - monitor the progress of the child's development throughout the school year, - receive full information about the developmental features of each child, - timely identify speech disorders of a different nature, - successfully overcome the identified speech deficiencies and master the basic knowledge and skills for schooling, - build pedagogical communication with the child correctly. Thus, the system of work on the formation of the lexical and grammatical structure of speech using a variety of games, methods and techniques, a planning system, contact with teachers and parents contributed to the fact that there is a positive trend in the speech development of children with general underdevelopment of speech, as evidenced by the diagram.

Survey data of the grammatical standing of the speech of children of the preparatory speech therapy group.

Survey data of the vocabulary of children of the preparatory speech therapy group.

Survey data of coherent speech of children of the preparatory speech therapy group.

Bibliography.

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Program

COLLECTION of documents on education federal level is the result of the work done on the accumulation, systematization of basic documents on education for the period 1 -2005.

1. Explanatory note to the report of the head of the administration of the urban district of Saransk Vladimir Fedorovich Sushkov

   Explanatory note

   on the achieved values ​​of indicators for assessing the effectiveness of the activities of local governments of urban districts and municipal districts for 2009 and their planned values ​​for a 3-year period

2. Results of consideration of the draft decision of the Orenburg City Council "On the budget of the city of Orenburg for 2012 and for the planning period of 2013 and 2014"

   Document

   2.1. The main directions of the budget and tax policy, preliminary results and forecast of socio-economic development of the city of Orenburg, medium-term financial plan…….

3. Work plan of the Center for the Development of the System of Additional Education for Children and Youth of the Moscow Region

   Document

   Streamline the forms of internal control, consider and evaluate individual areas of activity of structural units at meetings with the director of the Center;

Principles of speech therapy work- these are the general starting points that determine the activities of a speech therapist and children in the process of correcting speech disorders.

speech therapyimpact is a pedagogical process in which the tasks of corrective education and correctional and educational work are implemented, the directions and content of which are determined by the dependence of speech disorders on the characteristics of other aspects of the child's mental activity.

The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account the many factors that determine it. Differentiated Approach is carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, age and individual characteristics of children.

In the process of speech correction, one should keep in mind the general and specific patterns of development of children with disabilities. AT speech therapy work for the correction of speech disorders in various categories of children with developmental disabilities (mentally retarded, with mental retardation, with cerebral palsy, with sensory impairments, etc.) have their own specifics, due to the peculiarities of their sensorimotor and mental development (the level of development of speech, cognitive activity , features of the sensory sphere and motor skills of the child).

speech therapyimpact is a goal-directed process in which various stages are distinguished. Each of the stages is characterized by its goals, objectives, methods and techniques of correction. Consistently formed the prerequisites for the transition from one stage to another.

The main forms of speech therapy influence are: education, training, correction, compensation

tion, adaptation, rehabilitation. AT Preschool speech therapy mainly uses education, training and correction.

Of great importance for the implementation of a full-fledged speech therapy impact is the level of pedagogical qualification of a speech therapist and educator. Working with a complex category of children, the teacher must have professional knowledge in the field of speech therapy and correctional pedagogy, know well psychological features children, show patience and love for children, constantly feel civic responsibility for the success of their education, upbringing and preparation for life and work.

Principles of analysis of speech disorders(development, systematic approach, consideration of speech disorders in the relationship of speech with other aspects of the mental development of the child) help to establish a natural relationship between various speech and non-speech processes: disorders auditory perception and deviations in the motor speech sphere, between defects in pronunciation and phonemic formation, between active and passive speech; reveal the systemic interaction and interdependence of the disturbed components of speech in the process of pathological development of oral and writing children.

In the process of organizing remedial education, great importance is attached to general didactic principles: educative nature of training, scientific character, systematic and consistent, accessibility, visibility, consciousness and activity, strength, individual approach.

Speech therapy also relies on special principles: etiopathogenetic (taking into account the etiology and mechanisms of speech disorders), systemic and taking into account the structure of speech disorders, complexity, a differentiated approach, stages, ontogenetic, taking into account personal characteristics, an activity approach, using a detour, the formation of speech skills in conditions of natural speech communication.

When eliminating speech disorders, it is necessary to take into account the totality etiological factors causing

that cause their occurrence (external, internal, biological and socio-psychological factors).

So, with dyslalia, malocclusion predisposes to distortion of the articulation of sounds, underdevelopment of articulatory motility. In this case, speech therapy is combined with orthodontic intervention to normalize the bite. Dyslalia can also be caused by insufficient attention of others to the child's speech, i.e. social factor. In this case, speech therapy work is aimed at normalizing the child's speech contacts with the social environment, at the development of speech motor skills, phonemic perception.

The content of speech therapy influence depends on mechanism speech disorder. With the same symptomatology of speech disorders, various mechanisms are possible. For example, substitutions of sounds in dyslalia may be due to inaccuracy in auditory discrimination, indistinguishability of sounds by ear, or replacement of these sounds due to underdevelopment of fine articulatory movements. When eliminating dyslalia, the main thing is the impact on the leading violation - the lack of formation of auditory differentiation or underdevelopment of articulatory motility.

Principle systems approach implies the need to take into account the structure of the defect, determine the leading violation, the ratio of primary and secondary. The complexity of the structural and functional organization of the speech system can cause a disorder of speech activity as a whole, even if its individual links are violated, which determines the significance of the impact on all components of speech in the elimination of speech disorders.

Speech disorders in most cases are syndrome, in the structure of which complex connections between speech and non-speech symptoms are distinguished. This determines the need for a comprehensive (medical-psychological-pedagogical) impact, i.e. impact on the entire syndrome in in general. Especially significant is the complex effect in the elimination of dysarthria, stuttering, alalia, aphasia.

Logopedic influence is based on ontogenetic principle taking into account regularities and after-

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order of formation of various forms and functions of speech, from simple to complex, from concrete to more abstract, from situational speech to contextual, etc.

Great importance in the implementation of speech therapy work has correction and education of personality in general, which takes into account the features of personality formation in children with various speech disorders, as well as age characteristics. Speech therapy impact on a child with speech disorders is associated with normalization social contacts with people around.

It is especially important to take into account personal characteristics in the correction of speech disorders associated with organic lesions of the central nervous system(alalia, aphasia, dysarthria, etc.). In this case, in the symptomatology of the disorder, pronounced features of personality formation are noted, both of a primary nature, due to organic damage to the brain, and of the nature of secondary layers.

Correction of speech disorders is carried out taking into account leading activities. For preschoolers, it is carried out in the process of playing activity, which becomes a means of developing analytical and synthetic activities, motor skills, sensory sphere, vocabulary enrichment, assimilation of language patterns, and the formation of a child's personality.

Taking into account the leading activity of the child in the process of speech therapy, various situations of verbal communication are modeled. To consolidate the correct speech skills in the conditions of natural speech communication, close communication is necessary. communication in the work of a speech therapist, teacher, educator, family. The speech therapist informs teachers, parents about the nature of the speech disorder in the child, about the tasks, methods and techniques of work at this stage of correction, seeks to consolidate the correct speech skills not only in the speech therapy room, but also in the classroom, during extracurricular time under the supervision of teachers and parents.

Logopedic influence is carried out by various methods. Teaching method in pedagogy is considered as a way of joint activity of a teacher and children, aimed at mastering children's knowledge, skills and abilities.

Chapter 1. Theoretical and practical foundations of speech therapy

ny, on the formation of mental abilities, education of feelings, behavior and personal qualities.

Speech therapy uses a variety of methods: practical, visual and verbal. The choice and use of methods is determined by the nature of the speech disorder, the content, goals and objectives of the corrective speech therapy impact, the stage of work, the age, individual psychological characteristics of the child, etc. At each stage of speech therapy, the effectiveness of mastering the correct speech skills is ensured by the optimally successful selection of the appropriate group of methods . For example, when eliminating stuttering in preschool age, the effectiveness of speech therapy work is achieved by practical and visual methods. At school age, verbal methods are predominantly used, combined with visual ones.

To practical methods speech therapy impacts include: exercises, games and modeling.

An exercise- this is the repeated repetition of actions by the child when performing practical and mental tasks. In speech therapy work, they are effective in eliminating articulatory and voice disorders.

Exercises are divided into imitative-performing(respiratory, vocal, articulatory; developing general, manual motor skills); constructive (construction of letters from elements, reconstruction of letters); creative, involving the use of learned methods in new conditions, on new speech material.

Widely used in speech therapy speech exercises (repetition of words with a set sound, etc.), gaming exercises (imitation of actions, animal habits), which relieve tension in children, create an emotionally positive mood.

When exercising, the following must be observed conditions:

Awareness by the child of the purpose of the exercise;

Systematicity, which is realized in repeated repetition;

Principles and methods of speech therapy influence ______________

Gradual complication of conditions, taking into account the stage of correction of the age and individual psychological characteristics of the child;

Conscious implementation of practical and speech actions;

Independent performance, especially at the final stage of correction;

A differentiated approach to the analysis and evaluation of performance.

game method involves the use of various components of gaming activity in combination with other techniques: showing, explanations, instructions, questions. The leading role belongs to the teacher, who selects the game in accordance with the intended goals and objectives of correction, distributes roles, and organizes the activities of children.

Modeling- this is the process of creating models and their use in order to form ideas about the structure of objects, relationships and connections between their elements (graphic diagrams of the structure of a sentence, syllabic and sound composition of a word).

Visual Methods- these are forms of mastering knowledge, skills and abilities, depending on the visual aids and technical teaching aids used in teaching. Visual methods include observation, viewing drawings, paintings, layouts, demonstration of dia- and films, listening to audio recordings, as well as showing a sample of a task, a method of action that in in some cases act as independent methods.

Observation associated with the use of paintings, drawings, articulation profiles, layouts, as well as showing the articulation of sound, exercises.

Visual aids must meet the following requirements: be clearly visible to all children; be selected taking into account the age and individual psychological characteristics of the child; meet the tasks of speech therapy work at this stage of correction; be accompanied by precise and specific speech.

Benefits can be used for various purposes: to correct violations of the sensory sphere; for development

Chapter 1. Theoretical and practical foundations of speech therapy

Principles and methods of speech therapy influence

phonemic perception; development of sound analysis and synthesis; to fix the correct pronunciation of the sound; for the development of the lexical and grammatical structure of speech; improving connected speech.

Usage verbal methods is determined by the age characteristics of children, the structure and nature of the speech defect, goals, objectives, and the stage of corrective action.

The main verbal methods are storytelling, conversation, reading.

Story- This is a form of learning in which verbal presentation is descriptive. The story involves the impact on the child's thinking, imagination, feelings, encourages verbal communication, the exchange of impressions. The retelling of fairy tales and literary works is also used.

Conversation depending on the didactic tasks, it can be preliminary and final, generalizing. The use of conversation in speech therapy work must comply with the following conditions:

Rely on a sufficient amount of ideas, the level of speech skills and abilities, be in the "zone of proximal development" of the child;

Take into account the peculiarities of the child's thinking;

Questions should be clear, precise, requiring an unambiguous answer;

It is necessary to activate the mental activity of children in a variety of ways;

The nature of the conversation should correspond to the goals and objectives of the correctional work.

In the process of speech therapy influence, a variety of verbal techniques are also used: explanation, explanation, pedagogical assessment.

Explanation and Explanation included in visual and practical methods.

Pedagogical assessment the result of the task, the method and course of its implementation contributes to an increase in the efficiency

the effectiveness of the correction process, stimulates and activates the activity of the child, helps the formation of self-control and self-esteem. When evaluating a child's activity, it is necessary to take into account his age and individual psychological characteristics.

Logopedic influence is carried out in the following forms of education: frontal, subgroup, individual lesson, lesson.

Main tasks speech therapy impact is the development of speech, correction and prevention of its violations. In the process of speech therapy work, the development of sensory functions is provided: motor skills, especially speech motor skills, cognitive activity, attention, memory, the formation of the child's personality with the simultaneous regulation or correction of social relations, and the impact on the social environment.

Efficiency speech therapy impact is due to the following factors:

The level of development of speech therapy as a science;

The connection between theory and practice;

The nature of the defect and the severity of its symptoms;

The age of the person, the state of his health;

Mental characteristics of a person, his activity in the process speech therapy correction;

The timing of the start and duration of speech therapy work;

Implementation of the basic principles of correctional and speech therapy work;

skill and personal qualities speech therapist (11).

Thus, the professionalism of a speech therapist, his choice of adequate means and methods of speech therapy influence, taking into account the structure and nature of speech disorders, the age and individual characteristics of a child with speech pathology, determine the prospect of the process of eliminating speech disorders.

Chapter 1. Theoretical and practical foundations of speech therapy

Principles and methods of speech therapy influence

Questions and tasks for self-control _____________

1. Define speech therapy as a science. Explain the importance of speech therapy.

2. What is the subject of speech therapy?

3. What are the goals and objectives of speech therapy?

4. How do true speech disorders differ from temporary speech defects?

5. Open methodological foundations speech therapy.

6. Describe the principles and methods of speech therapy.

7. With what sciences is speech therapy associated?

8. Justify the need for knowledge of the patterns of speech development of children.

9. What are the features preparatory phase to children's language acquisition?

10. Determine the features of the formation of active speech in children in the pre-preschool period.

11. What are the features of the development of speech in preschool children?

12. Describe the features of the development of children's speech at the stage of schooling.

13. What hypersensitive phases of speech development are observed in preschool age?

14. Compare the concepts of "speech" and "language".

15. Briefly describe the mechanisms of speech.

16. Describe the structure of the central section of the speech apparatus.

17. Determine the structure and functions of the peripheral speech apparatus.

18. What are the features of the structure and functioning of the speech apparatus of children?

19. What role do hearing and vision play in the development of children's speech?

20. Expand the concept of etiology.

21. What causes of speech disorders were identified by M.E. grip-

22. Give a description of exogenous organic factors as the causes of speech disorders.

23. Expand the role of hereditary factors in the occurrence of speech disorders.

24. What are the functional causes of speech disorders in children?

25. What social and living conditions can lead to violations in the formation of speech in children?

26. What criteria underlie the existing classifications of speech disorders?

27. Describe the types of speech disorders identified in the clinical and pedagogical classification.

28. Give a comparative analysis of several speech disorders.

29. Give brief description types of speech disorders identified within the framework of the psychological and pedagogical classification.

30. What types of speech disorders distinguished in the clinical and pedagogical classification can be attributed to the Group of phonetic speech underdevelopment, phonetic-phonemic speech underdevelopment, general speech underdevelopment?

31. What are the characteristics of speech therapy impact as a pedagogical process?

32. Expand the content of the special principles of speech therapy work.

33. Describe the features of the use of practical teaching methods in speech therapy.

34. Compare the features of using visual and verbal teaching methods in speech therapy.

Literature __________________________________

1. Badalyan L.O. Neuropathology. - M., 2000.

2. Becker K.P., Sovak M. speech therapy. - M., 1981.

3. Belyakova L.I., Dyakova EL. Basic Mechanisms oral speech// Stuttering. - M., 1998. - S. 7-49.

4. Vlasenko IT. Peculiarities verbal thinking adults and children with speech disorders. - M., 1990.

Chapter 1. Theoretical and practical foundations of speech therapy

5. Education and training of children with speech disorders / Ed. S.S. Lyapidevsky, V.I. Seliverstov. - M., 1968.

6. Gvozdev A.N. Questions of studying children's speech. - M., 1961.

7. Defectology: Dictionary-reference book / Ed. B.P. Pu-zanova. - M., 1996.

8. Zhinkin N.I. Speech as a conductor of information. - M., 1982.

9. Leontiev A.N. Problems of the development of the psyche. - M., 1981.

10. Lisina M.I. Problems of the ontogeny of communication. - M., 1986.

11. Speech therapy / Ed. L.S. Volkova, S.N. Shakhovskaya. - M., 2000.

12. Lubovsky V.I. Development of verbal regulation of actions in abnormal children. - M., 1975.

13. Luria A.R. Fundamentals of neuropsychology. - M., 1973.

14. Fundamentals of speech therapy with a workshop on sound pronunciation / Ed. T.V. Volosovets. - M., 2000.

15. Pravdina O.V. speech therapy. - M., 1973.

16. Speech disorders in children and adolescents / Ed. S.S. Lyapidevsky. - M., 1969.

17. Filicheva T.E., Cheveleva N.A., Chirkina G.V. Fundamentals of speech therapy. - M., 1989.

18. Reader on speech therapy / Ed. L.S. Volkova, V.I. Seliverstov. - M., 1997. - 1-2 hours.

Chapter 2. Speech therapy rehabilitation of children and adolescents ...

Methods of speech therapy and principles of speech therapy influence. Principles of analysis of speech disorders.

Principles of speech therapy work - these are general starting points that determine the activities of a speech therapist and children in the process of correcting speech disorders.

In the process of organizing remedial education, great importance is attached togeneral didactic principles: educative nature of training, scientific character, systematic and consistent, accessibility, visibility, consciousness and activity, strength, individual approach.

Speech therapy also relies onspecial principles:

Etiopathogenetic principle . (When eliminating speech disorders, it is necessary to take into account the totality of etiological factors that determine their occurrence. These are external, internal, biological and socio-psychological factors).

The principle of a systematic approach. ( It suggests the need to take into account the structure of the defect in speech therapy work, determine the leading violation, the ratio of primary and secondary symptoms)

The principle of taking into account the structure of speech disorders . (Speech disorders in most cases are a syndrome in the structure of which complex and ambiguous relationships between speech and non-speech symptoms are distinguished)

The principle of complexity . (Since most disorders are a combination of speech and non-speech symptoms, therefore, a complex (psychological-medical-pedagogical) impact is necessary; it is very important in eliminating all complex speech disorders, but it is especially significant in eliminating dysarthria, stuttering, alalia and aphasia.)

The principle of a differentiated approach.( The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account the many factors that determine it. A differentiated approach is carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, the age and individual characteristics of the child. In the process of correcting speech disorders, general and specific patterns of development of abnormal children are taken into account)

In the process of speech therapy influence, it is necessary to take into account the level of development of speech, cognitive activity, features of the sensory sphere and motor skills of the child.

The principle of phasing. ( Logopedic influence is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods and techniques of correction. Consistently formed the prerequisites for the transition from one stage to another. For example, work to eliminate dyslalia includes the following steps: staging, automation, differentiation of sounds.

Development principle.( During speech therapy, one should not forget about personality development)

ontogenetic principle .(Speech therapy impact is built taking into account the patterns and sequence of the formation of various forms and functions of speech)

The formation of correct speech skills, forms and functions of speech is also carried out in ontogenesis, from simple to complex, from concrete to more abstract, from productive forms to unproductive ones, from situational speech to contextual speech, from the assimilation of semantic relations to the assimilation of formal features of speech (language) units. .

The principle of taking into account personal characteristics . (great place in logopedic work, correction and education of the personality as a whole is occupied, the features of personality formation in children with various forms of speech disorders, as well as age characteristics are taken into account.)

Of particular importance is the consideration of personal characteristics in the correction of speech disorders associated with brain disorders (alalia, aphasia, stuttering, dysarthria). In this case, in the symptomatology of the disorder, pronounced features of personality formation are noted, which are both primary in nature, due to organic damage to the brain, and the nature of secondary layers.

The impact on a child with a speech disorder is associated with the normalization of social contacts with other people.

The principle of the activity approach. ( Correction of speech disorders is carried out taking into account the leading activity. In preschool children, it is carried out in the process of playing activity, which becomes a means of developing analytical and synthetic activities, motor skills, sensory sphere, vocabulary enrichment, assimilation of language patterns, and the formation of the child's personality.)

At school age, the leading activity is educational, which becomes the basis of correctional and speech therapy work in the elimination of speech disorders in children of this age.

The principle of using a workaround.( In the process of overcoming alalia, aphasia, the creation of new functional systems based on intact links is of great importance.)

In logopedic work, in violation of auditory differentiation, reliance is placed on intact links.

The principle of the formation of speech skills in the conditions of natural speech communication. ( To consolidate the correct speech skills in the conditions of natural speech communication, a close connection is necessary in the work of a speech therapist, teacher, educator, and family. The speech therapist informs teachers, parents about the nature of the speech disorder in the child, about the tasks, methods and techniques of work at this stage of correction, seeks to consolidate the correct speech skills not only in speech therapy room, but also in the classroom, during extra-curricular time under the supervision of teachers and parents.

Methods of logopedic influence

Logopedic influence is carried out by various methods. The method of teaching in pedagogy is considered as a way of joint activity of a teacher and children, aimed at mastering knowledge, skills and abilities by children, at the formation of mental abilities, education of feelings, behavior and personal qualities.

used in speech therapyvarious methods: practical, visual and verbal . The choice and use of this or that method is determined by the nature of the speech disorder, the content, goals and objectives of the correctional and speech therapy impact, the stage of work, the age, individual psychological characteristics of the child, etc.

IPractical methods (exercises, games and simulations ).

A) Exercise - this is the repeated repetition by the child of practical and mental specified actions. They are effective in eliminating articulatory and vocal disorders, in sound production, etc.

1. Imitative-performing methods . They are performed by children in accordance with the model (respiratory, vocal, articulatory, developing general, manual motor skills).

2. Design. It is used in the elimination of optical dysgraphia. Children are taught to construct letters from elements, from one letter to another.

3. Creative exercises . The use of learned methods in new conditions, on new speech material. Performing any exercises contributes to the formation of practical skills only if the following conditions are met:

Awareness of the child's purpose. It depends on the clarity of the task statement, the use of the correct demonstration of the methods of execution, the dissection of the display of complex exercises, taking into account the age and mental characteristics of the child;

Systematicity, which is realized in repeated repetition (on speech therapy classes, outside of them, in the classroom, during extracurricular time using a variety of speech and didactic material and various situations of verbal communication);

Gradual complication of conditions, taking into account the stage of correction of the age and individual psychological characteristics of the child; conscious implementation of practical and speech actions;

Independent performance at the final stage of correction (although at early stages correction exercises can be performed with the help of a speech therapist, with mechanical assistance, etc.);

Differentiated analysis and performance evaluation.

B) Game method involves the use of various components of gaming activity in combination with other techniques: display, explanation, instructions, questions. One of the main components of the method is an imaginary situation in expanded form (plot, role, game actions).

Various games are used with preschool children: with singing, didactic, mobile, creative, dramatization. Their use is determined by the tasks and stages of correctional and speech therapy work, the nature and structure of the defect, age and individual mental characteristics of children.

B) Modeling - this is the process of creating models and their use in order to form ideas about the structure of objects, about the relationships and connections between the elements of these objects.

The effectiveness of their use depends on the following conditions:

The model should reflect the main properties of the object and be similar in structure to it;

Be accessible to the perception of a child of this age;

It should facilitate the process of mastering skills, abilities and knowledge.

Sign-symbolic modeling has received wide application. For example, when forming sound analysis and synthesis, graphic schemes of the sentence structure, syllabic and sound composition of the word are used.

II Visual methods - forms of assimilation of knowledge, skills and abilities, which are significantly dependent on the visual aids and technical teaching aids used in teaching.

A) Observation - the use of paintings, drawings, articulation profiles, layouts, as well as showing the articulation of sound, exercises.

Visual aids should:

Be clearly visible to everyone;

Selected taking into account the age and individual psychological characteristics of the child;

Correspond to the tasks of speech therapy work at this stage of correction;

Accompanied by accurate and specific speech;

The verbal description of the object should contribute to the development of analytical and synthetic activity, observation, and the development of speech.

Benefits can be used for various purposes:

Correction of violations of the sensory sphere (perceptions of color, shape, size, etc.),

The development of phonemic perception (in the picture, find objects in the names of which there is a practiced sound),

The development of sound analysis and synthesis (find objects in the plot picture, in the name of which there are 5 sounds),

Strengthening the correct pronunciation of sound,

Lexical development vocabulary,

grammatical development,

The development of coherent speech (composing a story based on a plot picture, based on a series of plot pictures).

B) Playback of tape records, records on plates are accompanied by a conversation of a speech therapist, retelling. Tape recordings of the speech of the children themselves are used for analysis, to identify the nature of the violation, to compare speech at various stages of correction, to instill confidence in the success of the work.

B) filmstrips movies are used to automate the sounds of speech during a conversation when retelling the content, to develop the skills of continuous smooth speech while eliminating stuttering, to develop coherent speech.

III Verbal Methods determined age characteristics children, the structure and nature of the speech defect, goals, objectives, stage of corrective action.

In working with preschool children, verbal methods are combined with practical visual ones.

At school age, it is possible to use only verbal methods without reinforcing them with visual and practical ones.

A) story - this is a form of teaching in which the presentation is descriptive. It is used to create in children an idea of ​​​​a particular phenomenon, to evoke positive emotions, to create a model of correct expressive speech, to prepare children for the next independent work, to enrich the dictionary, to consolidate the grammatical forms of speech.

B) Preliminary conversation. The speech therapist reveals the knowledge of children, creates a setting for the assimilation of a new topic.

B) Final summarizing conversations. Conducted to consolidate and differentiate speech skills and abilities.

The use of conversation in speech therapy work must comply with the followingconditions:

Rely on a sufficient amount of ideas, the level of speech skills and abilities, be in the zone of proximal development of the child;

Correspond to the logic of the mental activity of the child, take into account the peculiarities of his thinking;

To activate the mental activity of children, using a variety of techniques, including leading questions;

Questions should be clear, precise, requiring an unambiguous answer;

The nature of the conversation should correspond to the goals and objectives of the correctional work.

Conversation objectives:

The development of cognitive activity,

Strengthening the correct pronunciation,

Clarifications of the grammatical structure of sentences,

Strengthening the skills of smooth continuous speech, etc.

IV Verbal Techniques : showing a sample, explanation, explanation, pedagogical assessment.

A) Explanation and explanation are included in visual and practical methods. For example, when staging a sound, along with a demonstration, a speech therapist uses an explanation of its correct articulation, draws attention to the position of the tongue, lips, and accompanies the demonstration with explanations.

Of great importance in speech therapy work is the pedagogical assessment of the result of the task, the method and course of its implementation. It helps to improve the quality of the correctional process, stimulates and activates the child's activity, helps to form self-control and self-esteem.

Logopedic influence is carried out in the followingforms of education:

frontal,

subgroup,

individual lesson,

Lesson.

Natalia Popova

Relevance.

Currently, one of the urgent tasks of correctional pedagogy is to increase the effectiveness of the correctional educational process in kindergarten.

Innovative Methods, without requiring special efforts, optimize the process of correcting the speech of children, contribute to the improvement of the whole organism, which confirms my pedagogical experience.

slide number 4

Beautiful, pure speech is the most important condition for the comprehensive development of preschool children, which is the purpose of my work.

slide number 5

Through use innovative methods and techniques I am doing the following tasks. BUT exactly:

develop: linguistic components of speech (phonetic, lexical, morphological, syntactic) and the ability to apply them practice;

Articulatory, fine and general motor skills;

WPF (speech, imagination, thinking, memory);

Activity, independence, creativity;

Mimic, pantomime skills;

Non-verbal communication skill;

Formation of a positive psycho - emotional state child;

Reduction of probable overwork, removal of muscle tension.

slide number 6

In his practice i use the following innovative methods and tricks:

Creative play therapy (sand tolerance);

Marbles pebbles;

vocal therapy;

Fairy tale therapy;

Doll therapy;

speech therapy massage;

rhythmic declamation;

Kinesiotherapy;

Su-jok therapy;

Information technology education.

slide number 7

But today I want to dwell on brighter methods and techniques that I use in my practice.

slide number 8

In private lessons, each speech therapist classical methodology and techniques for the development of articulatory motor skills. I have developed a manual "Alive" mirror, where method showing and explaining is most effective, as the child focuses his attention on the precise performance of the articulation exercise.

Here you are, here I am

Look at me!

This is a mirror

It is your reflection!

Let's have fun playing

Repeat exercises!

And in order to arouse interest, the desire to practice, the desire to perform the exercise correctly, I use magic figures as a surprise moment.

slide number 9

Vocal therapy.

Children love to sing. I believe that when singing tongue-twisters, nursery rhymes under musical accompaniment the general psychophysical state of children improves. The method develops rhythm, expressiveness, stimulates speech functions, normalizes the prosodic side of speech.

nursery rhyme "Bug" (E. Zheleznova).

Beetle, beetle, buzz.

Show me how you fly.

Zhu-zhu-zhu.

- I fly and buzz:

"Zhu-zhu-zhu".

slide number 10

Rhythmic declamation.

In combination with vocal therapy, I use rhythmic recitation. In my work with children, I use wooden sticks and texts to speech games. I choose simple texts so that they are easy to remember. Most often, these are samples of oral folk art- songs, nursery rhymes, lullabies, jokes.

The simplicity of the selected text allows you to devote more time not to memorizing it, but to developing rhythm, diction, clear articulation, and correct pronunciation.

Legs, legs, did you walk?

We walked, we walked.

Legs, legs, did you run?

We ran, we ran.

Legs, legs, are you tired?

We are tired... We are tired...

slide number 11

One of the most effective methods for the development of speech, I apply cinquain method.

Sinkwine helps to find the most essential element in a large informational material. Draw conclusions and briefly formulate them. It develops speech, thinking, memory, interest in the world around.

Cinquain is a small verse of five lines, without rhyme.

Now let's play cinquain.

The season is winter. Let's make a cinquain about winter.

1. We start with the subject. What? Winter.

2. What is winter like? (Fierce, crackling).

3. What does winter do? (circling, howling, sweeping).

4. And now we will draw a conclusion and briefly formulate it in one sentence. (fluffy snowflakes fall).

5. The word is an association. (Magic).

"Winter".

1. Winter. 2. Fierce, crackling.

3. Spins, howls, sweeps. 4. Fluffy snowflakes are falling.

5. Magic!

slide number 12

And for the development of coherent speech, I use Marbles pebbles. They help to plunge into the world of games, fairy tales, miracles and magic.

They form the correct grip of a pebble with fingers, develop HMF, orientation on a plane, in space, develop imagination.

We talk and relax

We sort out the pebbles,

different - different:

blue, red,

yellow, green,

Light, heavy.

I use an artistic word on a lexical topic, children lay out the plot of a fairy tale with magic stones. This helps them in compiling their story.

I want to show you how to use this method in practice.

Story "Bullfinches".

End of winter. The most difficult time has come for the birds. All the berries, all the grains in the forest have already been eaten! And the birds fly closer to the person. Kind people. They will take pity on the unfortunate birds and feed them: some with crumbs, some with grains, and some with lard and butter.

Here come the bullfinches to you. beautiful birds bullfinches: there is a black cap on the head, and the chest is red.

Bullfinches love berries. But there are almost none of them left on the branches. Bullfinches ask you to help them - fill these branches with berries.

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My practice is not limited to working with children. I include parents in the correctional-developing process. I act as a partner, mentor, consultant.

Optimism, patience and purposefulness help me to establish emotional contact, unite my parents in a team, relieve communicative tension. To do this, I use master classes, consultations, and questionnaires.

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I enjoy sharing with colleagues professional experience at the seminars methodical associations, round tables.

My articles are published on various Internet resources, magazines.

I strive to ensure that in my communication, interaction with colleagues there is always joy, creativity, a constant desire to change something, to move forward, to look for new approaches to solving difficult tasks pedagogical practices.

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Innovative methods and techniques, which I use in my work are effective, as I see positive results.

Thank you for your attention. All the best!