Studying the experience of teachers and speech therapists. From the experience of a speech therapist

Municipal budgetary preschool educational institution of a combined type kindergarten "Rosinka"

Presentation of work experience on the topic:"The system of interaction between a speech therapist teacher and educators and parents in kindergarten"

Speech therapist: Shutrova O.P.

pgp. Pioneer, 2014

At present, the interaction of a speech therapist teacher with families of children with speech disabilities is the most relevant. The modern concept of preschool education marked the beginning of the reform preschool education, which indicates that the family and the preschool educational institution, having their own special functions, cannot replace each other.

The Law of the Russian Federation "On Education" states that one ofmain tasks facing the kindergarten is the interaction with the family to ensure family education of children with speech disorders. Modern changes in the system of preschool education were also reflected in the content of correctional and developmental education for children with disabilities. speech disorders.

Undoubtedly, every parent wants his child to grow up healthy and successful, to be able to achieve more than himself, to learn to better understand people and interact with them. But few people thought about how important the child’s ability to speak correctly and beautifully plays in all this. Speech is one of the most powerful factors and incentives for development in general. We can say that a person's speech is his calling card.

Relevance problems of family education of children with speech development disorders is determined successful work with families of preschool children educational institution. The effectiveness of the activities of the preschool institution itself, its material support and interaction with the family, which makes it necessary to look for new forms of this work, depend on what this work will be.

The effectiveness of the pedagogical activity of a speech therapist teacher in working with children preschool age with speech disorders will be fully represented if one of the most difficult problems is solved - eliminating the difference in the positions of teachers and parents on the issues of speech development of children. Parents often spontaneously withdraw from the work of correcting speech defects in children, as they do not have the necessary pedagogical knowledge and skills. As a rule, they experience difficulties from the fact that they cannot find free time to work with the child at home and do not know how to do it.

In addition, a certain part of teachers underestimate the importance of the life of preschool children in the family, and find it difficult to implement this significant factor in correctional work. The lack of systematic feedback from the family deprives teachers of the opportunity to be sufficiently informed about the nature of speech activity children in everyday life situations.

The conscious inclusion of parents in a joint correctional process with a speech therapist teacher can significantly increase work efficiency. Creating a single space for the child's speech development is impossible if the efforts of the speech therapist and parents are carried out independently of each other and both parties remain unaware of their plans and intentions.

I build my communication with parents on the basis of the principle" The parent is not a guest, but a full member of the DOW team ", since I believe that we have one common task with them - the education of a highly moral personality. The interaction of a speech therapist teacher and the family - necessary condition full-fledged speech development of preschoolers, since the best results are noted where speech therapists and parents act in concert. The concept of "interaction with the family" should not be confused with the concept of "work with parents", although the latter is an integral part of the former. Interaction necessarily implies control, or feedback; at the same time, control should be unobtrusive, mediated.

Work experience has shown that the family is competent parents who take on reinforcing and supporting functions in working on speech, thereby creating favorable conditions for development of your child.

All our interaction with colleagues, relatives, friends, friends is based on communication. Sometimes it becomes very important what and how we say. To convince oneself that one is right, to impress a person one likes, to protect one's rights, to win one's proper position in life - all this can be done with the help of eloquence.

Unfortunately, recently such a phenomenon as a speech disorder and a slowdown in the speech development of a child is quite common. This, of course, complicates his communication in society and, subsequently, may affect social adaptation and success as an adult. Therefore, it is very important to pay attention to possible violations in the baby in this area as early as possible and prevent their development.

The purpose of speech therapy work with children in kindergarten is the development of speech, the correction of its phonetic and phonemic deficiencies, the formation of the ability to use speech as a means of communication for further successful socialization.

Correct speech is a merit not only of the educator and speech therapist, but also of the parents, those whom the crumbs imitate, for whom the parents are an example, an example not only in this moment but for life.

The family is the first social community that lays the foundation for the child's personal qualities. In the family, he acquires the initial experience of communication. Here he has a feeling of trust in the world around him, in close people, and already on this basis, curiosity, curiosity, cognitive and speech activity, and many others appear. personal qualities. All this must be taken into account when planning work with the family.

It is difficult to overestimate the significance and variety of forms of work of a teacher - a speech therapist with parents. The need to use them is important not only for teachers, but, above all, for parents whose children attend preschool. The trouble of many modern parents is poor pedagogical knowledge, detachment, the reasons for which are hidden, first of all, in the absence of elementary psychological and pedagogical knowledge and the unwillingness of parents to understand complex world child. Therefore, success in the upbringing and education of children in a preschool institution largely depends on how the pedagogical education of parents is organized. Work with children with speech underdevelopment includes correctional and educational influence on the part of preschool institutions and parents.

For the education and development of these children, I define a modern conceptual approach, strive to search for variant developments, using new approaches to teaching, carefully select forms and methods aimed at correcting speech disorders.

In my work I use the following theoretical approach s:

 personality-oriented and competence-based approaches, involving analysis and generalization, development of methodological conditions for studying the needs of a modern family, the formation of parental competence;

spheral approach, which involves studying the state of interaction between a teacher and the families of pupils, and the introduction of such forms of cooperation that allow harmonizing pedagogical attitudes towards the development, upbringing and education of children;

 a differentiated approach aimed at developing an individual correctional and educational route for the child together with their parents.

Main activities and (scheme 1)

 Analytical.

The study of the family of a child with a complex structure of the defect, monitoring.

 Planning and organizational.

Planning and organizing work with parents to overcome the structure of the defect in children.

 Methodical.

Development of methodological support for the system of work with parents on the correction of OHP in children of preschool age within the framework of full-time and correspondence forms work.

Correction of preschool age is carried out according to the developed system, which includes:

 definition of goals and objectives;

 planning work with parents;

 individual route development of the child together with parents;

 organization of correctional and educational activities together with parents;

 methodological support;

 monitoring

My MOTTO in working with parents: WE ARE READY TO WORK TOGETHER WITH YOU, BUT NOT INSTEAD OF YOU!

Success in the upbringing and education of children largely depends on how the pedagogical education of parents is organized and how diverse and interesting the forms of interaction are. I will namemain forms of interaction with families:

family club "School of a successful parent" (Appendix No. 1 - Regulations on the work of the family club, abstracts of parent-child events, video recording "Autumn Garden")

This form allows you to interest parents, activate them, make them participants in the event. Holidays are useful for developing communication skills, increasing self-esteem, awareness of the need for correct speech, and consolidating the material covered. After all, it is not in vain that the proverb says "A child grows not from bread, but from joy."

Parent participation in project activities

parent meetings (Appendix No. 2 - model of the parent meeting, presentation slide No. 1)

It is important that parents act at the meeting, join in one or another work proposed to them. At the first group parent meeting, I explain to parents that adult family members are responsible for creating motivation for the child to study at home, conducting classes with the child in different forms outside kindergarten, adoption additional measures in the presence of violations accompanying the main defect (consultation of a neuropathologist, psychoneurologist, orthodontist). I emphasize the importance of systematic work with the child. Parents also receive information on how to study at home, how to keep individual notebooks.

Information booklets (Appendix No. 3 - memos, booklets) contain brief information material on the correction of speech disorders

Workshops (Annex No. 4, Workshop Notes)

"Parent + child" to provide parents with joint forms of activity with children that are correctional, while solving the problems of an individual program of work with the family. A prerequisite is the presence of parents, especially mothers: "We learn from those we love." The efficiency also increases significantly because the parent gradually masters purely speech therapy skills and abilities, a good parent inevitably becomes a "little family speech therapist." Watching the work of a speech therapist, parents are more willing and better to do homework with their child, the process is accelerated twice.

Joint learning by mother and child of articulation gymnastics, finger games, etc.

Open days (Appendix No. 5 - abstracts of GCD, video recording of GCD).

Doors open days are held 1-2 times a year to familiarize parents with the organization of correctional and educational work with children in kindergarten, the successes and problems of the child, and the peculiarities of working with him.

This form introduces parents to the organization of educational and correctional work in a group.

Thematic exhibitions

Develop the ability to act together, developing knowledge about the environment, gaining communication experience

Holidays and entertainment

During school year Various entertainment events are held for children and parents. I take an active part in them, children and parents hear the correct speech and appropriate intonation not only in the classroom, but also during leisure hours.

Questionnaire (Appendix No. 6 - questionnaires, analysis of the survey)

The content of the questionnaires is changed annually, supplemented. Constant awareness of the degree of satisfaction of parents allows us to build work with each family in its own direction.

Sound Automation Notebooks (Appendix No. 7 - notebook for individual work)

Allows you to automate sounds at home and enter them into speech

Parental five minutes - short personal consultation

Getting parents to know interesting games for development logical thinking and speech

Request consulting

Includes: a statement of the dynamics of speech development (what he coped with, which still causes difficulties), the exchange of impressions and observations of the child’s speech, individual workshops, adjustment of the plan for joint activities for the development of speech, recommendations and tasks for the child’s parents, setting an approximate date for the next meeting .

Home library of author's manuals

They can be successfully used as a methodological and visual material for individual lessons of parents with a child on the instructions of a speech therapist. Detailed description of all concepts, terms, tasks and exercises allows an adult who does not have special training to successfully engage in corrective and developmental activities. It is used as a methodological and visual material for individual lessons of parents with a child on the instructions of a speech therapist

Mass media (I maintain a personal page on the site )

Material is offered not only for preschool parents, but also provides information material for the general public on working with children-speech pathologists.

Corner for parents (Appendix No. 8 - folder "Lexical Topics for Parents")

In addition to its main task (informing the parent about the organization educational process, documents, announcements, announcements of seminars, trainings and other events, etc.) also solves other problems. Here, a parent can read an article from the series "In the speech therapist's office" (which are updated periodically), how to work out at home on a lexical topic, etc.

Folders-sliders (Appendix No. 9 - sliding folders) contain material with developed complexes of games, exercises, as well as reinforcing material on children's knowledge of lexical topics for practical use with children at home.

The conscious inclusion of parents in a joint correctional process with a speech therapist teacher can significantly increase the effectiveness of joint work. There is an understanding that the creation of a single speech space for the development of a child is possible under the condition of close cooperation between a speech therapist and parents. The cooperation of the family and the speech therapist becomes more and more in demand; teachers are looking for new points of interaction, forms of work with parents. Improving the pedagogical culture of parents is the basis for improving the full development of the child. The involvement of parents in the educational process, their interested participation in correctional and pedagogical activities is important not because the teacher-speech therapist wants it, but because it is necessary for the development of their own child.

Interaction with educators

The success of corrective speech therapy work in terms of preschool largely depends on the coherence in the work of a speech therapist and educators of the group. Only close contact between a speech therapist and educators can contribute to the elimination of speech disorders in preschool age, and hence to further full-fledged education at school.

Together with educators, we draw upparent corner , we prepare and conduct parent-teacher meetings (see minutes of parent-teacher meetings).

In cooperation with teachers, I use such a form of work asworkshops (“Effective methods of teaching preschoolers with OHP to compose descriptive stories”, etc.).

I take part in work"School of a young teacher" (“Organization of interaction with the family to prevent OHP in preschool children”).

Together with teachers, I organizeproject activities (presentations of creative projects: “The Tale of a Cheerful Tongue”, “Children-Parents Club as a Form of Interaction between a Speech Therapist and the Family”).

With the educators of the compensating group, “Notebook of interaction with a teacher-speech therapist, where educators, on the recommendations of a speech therapist teacher, work out in the evening, consolidate speech material with children in an individual form.

On the MO teachers DOW we share with educators our pedagogical experience(Speech "Professional standards of the teacher in the conditions of the Federal State Educational Standard").

I take part in the work with educatorscreative team "Correctional work in the preschool educational institution."

Conclusions:

To date, we can say that I have developed a certain system in working with parents and educators, a system of mutual respect has been created. The use of various forms of work gave certain results: parents from "spectators" and "observers" became active participants in meetings and assistants to a speech therapist.Increased interest and involvement of parentsin correctional work with children with speech disorders.

, teacher-speech therapist MDOU №36, Samara city district

important in educational process DOW is the implementation of corrective work, which is aimed at the timely identification and elimination of violations of the speech and personal development of preschoolers.

In order to carry out corrective work on the basis of the kindergarten, there is a speech therapy center which provides personalized and systems approach to the correction of speech disorders.

The speech therapy center operates in accordance with the requirements of the main regulatory documents:

• RF Law of July 10, 1992 No. 3266 - I "On Education";
• Model regulation on a preschool educational institution (approved by Decree of the Government of the Russian Federation of September 12, 08 No. 666);
• Instructive letter of the Ministry of Education of the Russian Federation “On the organization of a speech therapy center of a general educational institution” of December 14, 2000 No. 2;
• Instructional letter of the Ministry of Education of the Russian Federation dated 18.07.79. No. 345-M “Regulations on speech therapy centers at secondary schools”;
• Letter of the Ministry of Education of the Russian Federation “On the Psychological, Medical and Pedagogical Council (PMPk) of an educational institution dated 03.27.00 No. 27 / 906-6;
• Recommendations of the Department of Science and Education of the Samara Region No. 239 dated 08.12.03. on the choice and use of educational programs and documentation;
• Regulations on the speech therapy center of the preschool educational institution;
• tariff and qualification characteristics of a speech therapist teacher, set out in the order of the Ministry of Defense of the Russian Federation No. 463/1268 dated December 31, 1995 “On approval of tariff and qualification characteristics for the positions of employees of educational institutions”;
• Sanitary and epidemiological rules and regulations SanPiN 2.4.1.2660-10 dated 22.07.2010. No. 91 “Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool educational institutions”.

The main tasks of the speech therapy center of the MDOU are:

• timely detection of violations of the development of speech of pupils;
• determination of their level and nature;
• elimination of simple speech disorders;
• referral of children with severe speech disorders and developmental disabilities to the HPMPC to determine an adequate form and program of education;
• prevention of more serious speech disorders in pupils, including violations of written speech;
• consultative and methodological, educational work among specialists of MDOU, parents (legal representatives) of pupils of MDOU.

During the academic year, the speech therapy center carries out work in various areas:

• organizational;
• diagnostic;
• correctional;
• preventive;
• scientific and methodological;
• relationship with other participants in the correctional process.

As a result organizational work the speech therapy room is being prepared for the new academic year (until September 15): methodological material is being systematized and replenished (on the formulation and automation of disturbed sounds); illustrated and handouts for children enrolled in the speech center (board printed games have been prepared aimed at automating and differentiating sounds).

The medical records of children enrolled in the speech center are being studied to clarify the anamnestic data in the speech cards (in September and throughout the year).

At the beginning of the year, a schedule and a cyclogram of the working time of a speech therapist are drawn up.

Diagnostic work includes a speech therapy examination of all age groups. DOW groups(beginning and end of the year), with the aim of making speech therapy conclusions, as well as enrolling children from senior and preparatory groups of the kindergarten to the speech center. Among this group of children in January, a control section of speech development is carried out to clarify speech therapy conclusions. And in May, the results of correctional work among children enrolled in the speech center are summed up.

Based on the conducted speech therapy examination, “oral speech examination protocols” are filled out for all age groups of preschool educational institutions. The purpose of the protocols is to show the presence of a speech defect in order to make a primary conclusion.

Children from preparatory and senior groups with speech disorders are enrolled at the speech therapy station, their speech development indicators are recorded in percentage terms in the “monitoring protocols of the preschool speech center”, and individual “speech development graphs of children enrolled at the speech center” are built. All protocols are drawn up in accordance with the structure of speech impairment of preschool children. Using these protocols, one can clearly trace the dynamics of the speech development of children enrolled in a speech therapy center.

The protocols and individual schedules for monitoring the dynamics of speech development of preschool children are attached analytical reference, in which a comparative analysis of surveys at the beginning and at the end of the year is carried out and several groups of children are distinguished: the norm, significant improvement, improvement, no improvement, interrupted classes. The reason for the insignificant dynamics after the correctional and speech therapy work in a group of children that remained without improvement (for example, children rarely attended kindergarten due to illness) is indicated.

The presence of such documents allows you to quickly make calculations and visually trace the results of speech therapy work.

The teacher-speech therapist sends the children selected for training at the speech therapy center to the psychological, medical and pedagogical council of the preschool educational institution, based on the results of the examination of which he makes a decision on enrolling the child in the speech therapy center. For each enrolled preschool child, a speech therapist fills out a speech card in accordance with the structure of the speech disorder:

• a speech map for children with phonetic and phonemic underdevelopment of speech, where the features of phonemic perception are noted in detail, syllabic structure, sound pronunciation;
• a speech map for children with an unsharply expressed general underdevelopment of speech, where the state of the dictionary, grammatical structure, coherent speech, features of phonemic perception, syllabic structure, and sound pronunciation are more fully revealed.

The use of such speech cards makes it possible to trace the child's speech development and draw up an individual development program according to the structure of the speech disorder. In speech maps, a speech therapist notes not only speech disorders, but also explores the preserved speech capabilities of children. Therefore, an individual development program is drawn up taking into account these opportunities to correct the identified violations.

In individual development programs, areas of correctional work are distinguished that allow eliminating the identified speech and non-speech disorders and gaps in the child's skills and abilities based on his preserved speech capabilities.

Such a plan will make it possible to systematize classes, increase their effectiveness and strengthen the correctional focus, as well as implement a student-centered approach to training and education.

An individual development program is drawn up for six months and implemented in individual lessons. At each stage of the correction, blocks are included in this program, work on which can continue in the future, or end within one period, etc.

Since there is no program for working with children in the conditions of a speech center, the speech therapist relies on methodological recommendations, and the only form of correctional work is individual lessons, so there is no thematic long-term planning of group work with children. Speech therapy classes with each child are held at least twice a week. The duration of the lessons is 15-20 minutes. The “speech therapy attendance log” records the number of sessions held during each month. This journal reflects the real work of a speech therapist teacher with children, the number of individual lessons corresponds to the cyclogram of the specialist's working time.

Correctional and developmental work in accordance with speech therapy conclusions is carried out directly with children enrolled in a speech center throughout the school year.

The speech therapy center enrolls children of preschool age who attend preschool educational institutions and have:

• phonetic underdevelopment;
• phonetic-phonemic underdevelopment;
• unsharply expressed general underdevelopment of speech.

Children identified during the examination with severe speech disorders (general underdevelopment of speech, alalia, dysarthria, rhinolalia, stuttering), with other developmental disabilities (mental retardation, impaired vision, hearing, intelligence, etc.) are sent to the primary care center in order to clarify speech conclusion and resolving the issue of further education in a preschool educational institution of a compensating type or in groups of a compensating orientation.

Admission to the speech therapy center is made during the academic year as places become available, while speech therapy classes are attended by no more than 25 children at a time.

Since children with simple speech disorders (phonetic, phonetic-phonemic underdevelopment of speech, unsharply expressed general underdevelopment of speech) are enrolled at the logopoint, it is important that individual correctional work includes precisely those areas that correspond to the structure of the speech disorder.

With phonetic underdevelopment of speech, phonetic-phonemic underdevelopment of speech, and mild general underdevelopment of speech, correction of sound pronunciation includes the following steps:

I. Preparatory;

II. The stage of formation of primary pronunciation skills and abilities;

III. The stage of formation of communicative skills and abilities.

Work at the preparatory stage is aimed at:

Development of clear coordinated movements of the organs of the articulatory apparatus, preparation of the organs of articulation for the production of certain sounds;

The development of speech breathing and a strong long-term air jet.

The stage of formation of primary pronunciation skills and abilities:

1. Statement of disturbed sounds, using various methods of imitation, mechanical, mixed.

2. Automation of delivered sounds:

1) isolated pronunciation;

2) in syllables;

3) in words;

4) in phrases;

5) in offers;

6) in the text.

3. Differentiation:

1) isolated sounds;

2) in syllables;

3) in words;

4) in phrases;

5) in offers;

6) in the text.

The stage of formation of communicative skills and abilities implies the automation of the delivered sounds in spontaneous speech.

With phonetic-phonemic underdevelopment of speech and mild general underdevelopment of speech, one of the important areas of work is the development of phonemic hearing.

Corrective work includes the following steps:

I. Development auditory perception, attention;

II. Development of phonemic hearing;

III. Formation of sound-letter and syllabic analysis and word synthesis.

At the stage of development of auditory perception, attention is carried out:

1) exercises aimed at differentiating sounds that differ in tonality, pitch, duration;

2) reproduction of a rhythmic pattern by ear.

The stage of development of phonemic hearing includes:

1) exercises in recognizing a given sound among other phonemes and isolating it from a word in various positions;

2) exercises for the differentiation of sounds similar in articulatory or acoustic properties.

The stage of formation of sound-letter and syllabic analysis and synthesis of a word involves:

1) consistent isolation and combination of sounds in words of various syllabic structures;

2) sequential isolation and combination of syllables in words of different syllabic structure;

3) designation of vowels and consonants (hard and soft) sounds with chips of the corresponding colors;

4) drawing up conditional graphic schemes.

With an unsharply expressed general underdevelopment of speech, in addition to the above, the following areas of work are included:

Dictionary replenishment:

1. nominative dictionary;
2. predictive dictionary;
3. feature dictionary;
4. numerals and pronouns;
5. word formation skills.

Improving grammar structure:

1. inflection;
2. agreement.

Improving connected speech:

1. retelling;
2. a story based on a series of plot pictures;
3. storytelling storyline.

Planning the content of speech therapy classes is carried out weekly: the main directions in which it is planned to work in the lesson are described, the names didactic games, articulation exercises, for what purpose they are performed.

Such planning allows you to more clearly track the stages at which the work in the previous lessons was completed and, therefore, to carry out correction more efficiently.

A special room has been allocated for the work of a speech therapy center in the preschool educational institution,

which meets the pedagogical and sanitary and hygienic requirements, rules fire safety and adapted for individual and subgroup classes with children, consultations for parents.

The entire space is divided into four zones:

1. The space-organizing element of the first is a wall mirror, in front of which a significant part of the classes on staging sounds and their primary automation is carried out, the height above the floor is correctly determined, the lighting for daytime and evening classes is thought out, the appropriate table and chairs are selected. In the required quantity, there are individual cotton buds, disposable handkerchiefs, pictures-symbols for performing articulation exercises and diagnostic examination. 2. The second zone of the cabinet is intended for conducting subgroup classes with children and its elements are tables and chairs corresponding to the growth of children, a wall board, a flannelgraph. Coloring books, colored pencils, as well as visual aids and games are available in the required amount, which are used as needed during classes (depending on the goal). All material is systematized, grouped by topics, areas of work. The logopoint has the following visual aids and games:

For the formation of phonemic perception and sound skills

analysis: sound rulers, chips, “Speech therapy lotto”, “Sound clock”, “Hear”, “Magic patterns”.

To form the correct sound pronunciation: “Lotto-mosaic”, “Pyramid”, “Shop”, “Engines”, “Piano”, “Caterpillar”, “We pack our bags”.

For the development of fine motor skills: “Magic ropes”, “Collect beads”, “Lace-laces”, “Rain”, “Track”, “Decorate the Christmas tree”, “Boot”.

3. The equipment of the third zone - the workplace of a speech therapist - includes a desk, chairs for adults, cabinets for books, toys, visual aids and equipment, hourglass, stopwatch. Visually- didactic aids colorfully decorated, polyfunctional.

It should be noted that for effective work with parents, he widely uses auxiliary visual aids: each group is equipped with special “speech therapy corners”, information about the types and causes of speech disorders, the tasks of corrective speech therapy and preventive work with children are posted in the locker rooms of each age group, specific methods of fixing the correct sound pronunciation in preschoolers, improving the grammatical means of speech, which are recommended to be used in the family.

The use of visual aids and TCO help the speech therapist decide

a variety of tasks:

Communication of new knowledge and consolidation of existing ones,

Activation of children's vocabulary,

development of the imagination,

Formation of cognitive processes,

The ability to creatively process information.

Classes with the use of TCO are planned in such a way that the use of

technical means of education does not violate the overall duration of the lesson and does not lead to overwork of children.

When constructing classes, the teacher takes into account the psychophysical and individual

characteristics of children.

During preventive work in September and May, a speech therapy examination of the junior and middle groups of the kindergarten, an analysis of medical records, is carried out. Examination protocols are filled in, speech therapy conclusions are specified and individual counseling is carried out for parents and educators based on the results of the examination, where appropriate recommendations are given.

Educators whose children are enrolled in a speech therapy center are offered information

about the results of corrective work at a certain stage, thereby stimulating them to continue this work in the group. In turn, educators share with the speech therapist their observations of the child's speech in the group (outside of speech therapy classes) at this stage. The program of joint actions for a week with each child is adjusted.

Educators whose children are not enrolled in a speech center are provided with information to prevent speech disorders.

Every year, the teacher-speech therapist conducts thematic counseling for educators and parents of pupils, organizes workshops, where appropriate recommendations are given.

Conducted throughout the year scientific and methodological work: attending seminars and methodological associations organized by the MOU DOD DOOC "Help".

Since the time of corrective classes with children in kindergarten is strictly limited, and speech therapy classes cannot include all lexical and grammatical material, then relationship with participants in the educational process: educators, music director, instructor in physical culture, psychologist - very relevant.

The teacher-speech therapist in the classroom pays special attention to the correction of sound pronunciation. But if the child's grammatical structure, vocabulary, coherent speech are not sufficiently developed, then the educator includes the improvement of these aspects of speech in his work plan.

Thus, the work of the educator and speech therapist is coordinated: the speech therapist selects material for his classes that is as close as possible to the topics studied by children in classes with educators, and also takes into account the requirements of the training program implemented in kindergarten. When conducting classes, individual work with children, the educator takes into account the stages of speech therapy work carried out with the child, the levels of development of the phonemic side of the child's speech, grammatical, lexical stock and coherent speech skills.

The speech therapist teacher also recommends that educators conduct complexes of articulation and finger exercises in the morning and evening hours and include them in individual work reading poems and riddles, extracting words with a given sound from the text, sound-letter analysis of two or three words, inventing tongue-twisters - fables, tongue-twisters - “chuckles”.

To successfully overcome speech disorders in children, the relationship between the work of a speech therapist and a music director is important.

The importance of developing correct non-speech and speech breathing, a sense of rhythm, and coordination of movements in preschoolers unites the efforts of both specialists.

Listening to music, the child learns to distinguish its dynamic shades, determine the tempo, rhythm, and also subordinate his movements to all musical changes. Thus, the child is correcting and improving motor skills, which is important for the development of general motor skills and is one of the stages in correcting violations of the syllabic structure of words.

It should be noted that the teacher-speech therapist is involved in the selection and development of speech material for holidays and entertainment, taking into account the individual capabilities of children.

The joint work of a speech therapist and a physical education instructor is carried out in several aspects. The development of all types of breathing is carried out by including in physical education exercises that regulate physiological and speech breathing; synchrony of speech and non-speech expiration, its smoothness and duration. When planning classes, a physical education instructor takes into account the state of general motor skills of children enrolled in a speech therapy center.

The teacher-speech therapist, when drawing up individual long-term plans, takes into account the results of the diagnostics carried out by the teacher-psychologist. Together with him, further correctional work is being built to develop higher mental functions (perception, attention, memory, thinking). When conducting classes, the teacher-psychologist takes into account the stages of speech therapy work carried out with the child.

With narrow specialists, the achievements of children in the relevant classes (musical, physical education) are discussed according to the stages of the work of a speech therapist with these children. Teachers share with the speech therapist their observations of the speech of children enrolled in the speech therapy center in the relevant classes. Changes are being made to the individual program for the development of children for the next stage of correctional work. Thanks to such close work of the speech therapist and all teachers of preschool educational institutions, high results in correction are achieved. speech defects in children, as well as their prevention.

Literature.

Timely mastery of correct, pure speech is of great importance for the formation of a full-fledged personality. Such a person easily enters into communication, he can clearly express his thoughts. Well-developed speech is one of the main indicators of a child's readiness for successful schooling.

The purpose of my work in a preschool educational institution is to preserve the psychological and somatic health of children within the framework of correctional and developmental education and to educate children in clear, expressive speech with an age-appropriate vocabulary and level of development of coherent speech.

Correctional speech therapy work corresponds to the principle of developmental education, the purpose of which is the development of the child. Therefore, I pay special attention to modern - educational technologies.

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The work experience of a speech therapist teacher MADOU No. 38 - Shnyrkova S.A.

(from work experience)

Topic: "Modern educational technologies in the activities of a speech therapist"

1. Relevance.

3. Application.

Relevance

A good speech pathologist needs to learn all the time!

Innovative experience in my understanding is to "keep abreast" of modern pedagogy, and my preschool children attending classes in speech therapy group of our preschool educational institution, special educational needs.

Possession of innovative pedagogical technologies- these are the requirements of the professional qualification of a teacher of the XXI century!

In the activities of a speech therapist modern technologies are gaining more and more importance. They contribute to the achievement of the maximum possible success in overcoming speech disorders in children, serve to create a favorable emotional background, contribute to the inclusion in the work of intact and activation of impaired mental functions.

Being on the border of pedagogy, psychology and medicine, speech therapists use in their practice, adapting to their needs, the most effective, innovative technologies for it, helping to optimize the work of a speech therapist.

Children with speech disorders often have an unstable psyche, they have an unstable psycho-emotional state, reduced performance and fatigue. Speech therapy classes for such preschool children are hard work.

The use of innovative technologies in speech therapy practice serves as an effective addition to the generally accepted most popular classical technologies and methods developed in the middle to the end of the 20th century. By creatively varying the compatibility of different teaching technologies, systematically and purposefully using them in practice, in accordance with the physical individual capabilities of each child, the correctional and developmental process becomes more effective and efficient.

“Create ideas and develop them. And then you can be called a modern teacher,” notes Doctor of Pedagogical Sciences, Professor E.N. Smirnov.

It's nice when children with joy and desire go to classes with a speech therapist, in anticipation of what awaits them today. What can be expected of them?

attractive environment the working space of a speech therapist, aesthetic design, game didactic aids - this is the only way to interest a child, invite him to a dialogue. And, of course, a smile! A smile is conducive to the desire to communicate, to trust, creates a benevolent emotional background.

Implementing the priority areas of the Federal State Educational Standard preschool education, I, as a representative of the young generation of Modern Speech Therapy, have to constantly look for ways to improve and optimize the learning and development of children.

Thus, the process of correctional and developmental work with children with speech disorders in the speech therapy group of a preschool institution is aimed at:

• strengthening the physical and mental health of children, their emotional well-being;
• creation of favorable conditions for the development of children in accordance with their age characteristics;
• correction of speech disorders of preschoolers;
• formation of prerequisites for educational activities;
• formation and development of intellectual and communicative competence of preschoolers with speech disorders.

Timely mastery of correct, pure speech is of great importance for the formation of a full-fledged personality. Such a person easily enters into communication, he can clearly express his thoughts. Well-developed speech is one of the main indicators of a child's readiness for successful schooling.

The purpose of my work in a preschool educational institution is to preserve the psychological and somatic health of children within the framework of correctional and developmental education andeducation in children of clear, expressive speech with an age-appropriate vocabulary and level of development of coherent speech.

Correctional speech therapy work corresponds to the principle of developmental education, the purpose of which is the development of the child. Therefore, I pay special attention to modern - educational technologies:

1. Student-centered learningproceeds from the recognition of the uniqueness of the subjective experience of the child himself, as an important source of individual life activity, manifested, in particular, in the development of linguistic reality. With the help of personality-oriented technologies, I managed to implement an individually differentiated approach to correcting children's speech disorders.

I use person-centered technologies when creating organizational moment to the lesson as a whole or to a specific task - I put before the children problem situation, which needs to be solved. Children offer their own solutions to the problem, negotiate with each other, and then choose the best. Thus, the problem becomes an inductor that sets the children to work.

I use dramatizations and sketches when conducting classes on the development of coherent speech. This technique helps to make the child an active subject of activity, allows him to realize himself in theatrical activities. At the same time, I allow the children to choose their own roles, distribute them among themselves, taking into account the individual needs and capabilities of the participants in the dramatization.

In order for children to get used to the image better, I use masks of heroes and other attributes (hats, scarves, etc.). After the study, staging, I will definitely conduct a discussion, reflection and sum up. This type I use activities when planning classes for the development of coherent speech, which helps to increase motivation for the lesson, the development of the intonation-expressive side of speech, the emotional sphere.

2 .To increase the motivation of children for classes and increase the effectiveness of correctional and developmental workapply gaming technology.

The game is the leading activity of preschool children; on its basis, readiness for learning at school is formed.The game contributes to the assimilation of knowledge not out of necessity, but at the request of children and is not formal, but interested.

The purpose of using gaming technology in speech therapy practice is an increase in motivation for classes, an increase in the effectiveness of correctional and developmental work, the development of higher mental functions.

A toy, like a hero, helps to create motivation, a game situation, surprise moment.

In my office, toys, real objects, objects of nature (vegetables, fruits), didactic games are selected.

I use toys as heroes that create motivation, a game situation and a surprise moment. Almost every class has a guest. The appearance of a "guest" immerses children in a game situation, where children, teaching the "guest", acquire skills themselves.

Games with objects develop mental operations (analysis, synthesis, comparison, generalization, classification) and improve speech.

With the help of didactic games "Prompt a word", "Name it affectionately" I work to consolidate the skills of inflection and word formation. The games “What's gone?”, “What has changed?”, “Remember and name”, “Wonderful bag” are used in work on correcting sound pronunciation, syllabic structure, and activating the dictionary.

The children in my group enjoy playing board games. They help to clarify and expand ideas about the world around us, systematize knowledge, and develop thought processes.

Construction in the preschool period is a game on the basis of which productive activities are formed. They contribute to the formation of cognitive processes, speech, emotional, creative development, independence and arbitrariness of processes. Children's construction refers to an activity in which children create various materials(paper, cardboard, wood, etc.) a variety of game crafts.

In his speech therapy work I successfully apply the puzzle game

"Tangram". The game contributes to the development of attention, imagination, thinking, combinatorial abilities, fine motor skills.

One of the favorite toys of children is a ball. Children with speech disorders have difficulty with such movements as passing the ball from a short distance (throwing, hitting the target - “palms”, trying to catch the ball), rolling and grabbing the ball.

Word games with a ball are an excellent solution to the tasks of consolidating speech skills in a mental plan based on ideas and without relying on visualization, developing general motor skills, self-control skills when performing a task.

Game technologies are an integral part of pedagogical (educational) technologies: task, game, computer, dialogue.

The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. However, in the system Russian education gaming technology remains "innovative technology" to this day.

3. I use information and communication technologiesin the form of electronic manuals for demonstration on a multimedia projector: "Sesame Street", "Lessons of Aunt Owl", " Speech therapy games», « Speech therapy exercises" etc.

When demonstrating presentation materials, the children of my group perceive the training material better, they have an increased interest in learning new things, cognitive activity thinking develops.

4. Emotional excitability, lag in the development of the motor sphere, constrained and uncoordinated movements during exercise, insufficiently developed motor skills of the fingers are characteristic of children with speech impairments.

Applying at workhealth-saving technologies(respiratory, articulatory and finger gymnastics, physical education minutes), I increase the effectiveness of the correctional process, preserve and strengthen the health of children, and contribute to the speech development of pupils.

Regular classesbreathing exercisescontribute to the development of correct speech breathing.During the exercises, I teach children to take a short, deep breath and a smooth, long, economical exhalation.When mastering respiratory gymnastics, children begin to independently regulate the duration, strength of exhalation, rationally use exhalation at the time of pronouncing sounds, syllables, words, phrases.

Articulation gymnastics- development of correct, full-fledged movements and certain positions of the articulatory organs necessary for correct pronunciation sounds. The main task is to develop accuracy, strength, pace, switchability of movements. For the development of the articulatory apparatus and facial expressions, I use fairy tales about the cheerful Tongue (articulatory gymnastics in pictures, mimic bun).I select exercises taking into account a specific violation in a child.

I pay special attention to the development of fine motor skills, as the training of fingers and hands stimulates the speech development of the child.

S.A. Sukhomlinsky wrote that the origins of the abilities and talents of children are at their fingertips. From them, figuratively speaking, the thinnest streams flow, which feed the sources of creative thought. The more skill in the child's hand, the smarter the child. Systematic exercises for training finger movements, along with a stimulating effect on the development of speech, are a powerful means of increasing the efficiency of the cerebral cortex, affect the centers of speech development, develop manual skill, and help relieve stress.

I spend finger games: with small objects, games with tongue twisters, games with verses, I use various laces, mosaics.

I also use physical minutes, during which movements are combined with the word, muscle activity develops, speech deficiencies are corrected, the existing vocabulary, in a skillfully selected simple poem, the set sounds are worked out, lexical material is fixed.

I actively use Su-Jok. This therapy expands the understanding of the modern fine motor specialist.

Correction of sound pronunciation is impossible without work on the expressiveness of speech, its meaningful duplication in such activities as retelling, memorizing poetry, tongue twisters.

I use a symbolic analogy that makes it easier to remember - mnemonics. The essence of mnemonics is that a picture (image) is invented for each word or small phrase.

Mnemonics uses the natural mechanisms (visual-figurative memory) of the brain and allows you to fully control the process of storing, storing and recalling information.

The above types of technologies cannot be considered in speech therapy as independent, they become part of the generally accepted time-tested technologies, and introduce the spirit of the times, new ways of interaction between the teacher and the child, new incentives for the speech therapist teacher.

5. No positive dynamics in the course of corrective action can lead to the achievement of the expected effect if changes in the child's speech development do not find understanding, response, appreciation from parents, if significant, beloved people do not see the meaning of these changes.

It is necessary to initially inform parents about the development of the child's speech, about the features of the formation of his speech, the structure and content of correctional speech work.

To increase the competence of parents in matters of speech development, I useproject technology.

M Noah the project "Together with parents" was developed.The participants of the project "Together with parents" are a speech therapist, children of senior preschool age, their parents. The objectives of the project are to establish partnerships with the family of each pupil and increase the literacy of parents in the field of correctional pedagogy. The effectiveness of these results is the positive dynamics of the speech development of children, successful social adaptation.

Speech therapy project "Together with parents"

Shnyrkova Svetlana Alekseevna

Speech therapist MADOU No. 38

Project passport

Project type : informational, practice-oriented, open.

Duration: long term.

Implementation timeline: September 2015 - May 2016

Project implementation principles:

• significance (selected topics are relevant and accepted);
• variability of forms and methods;
• scientific character; cooperation;
• constancy of feedback;
• openness;
• privacy.

Objective of the project: increasing the level of competence of parents in matters of speech development of children.

The adopted Federal Law of the Russian Federation of December 29, 2012 No. No. 273 - The Federal Law "On Education in the Russian Federation" obliges teachers and parents to become not only equal, but also equally responsible participants in the educational process.

No matter how significant changes in the child's speech occur in the classroom with a speech therapist teacher, they will become significant only if they are transferred to a real life situation.

The task of a speech therapist teacher is to help parents realize their role in the process of child development, choose the right direction for homeschooling, equip them with certain knowledge and skills, methods and techniques for overcoming speech impairment, fill homework with children with specific content to assimilate and consolidate the knowledge gained. The work of a speech therapist teacher with the parents of children is defined as mandatory and is an integral part of the program for the education and upbringing of children with speech development disorders.

In the course of speech therapy it is necessary:

• to activate parents, to draw their attention to those correctional and pedagogical tasks that are carried out in work with children;
• explain and show parents what speech therapy work is;
• help parents understand how important it is to correctly form the speech of children.

Project relevanceis determined by the real needs of the domestic preschool education system and the existing contradictions between the increase in the number of children with speech disorders and the inability to provide corrective and speech therapy assistance to all those in need in a preschool educational institution of a general developmental type, the need for parents to participate in the correctional speech therapy process.

Based on the foregoing, we see the relevance and significance of the problem of increasing the competence of parents in matters of speech development of children.

Project participants:speech therapist, children of senior preschool age, their parents.

Tasks:

• establish partnerships with the family of each pupil, create an atmosphere of common interests;
• increase the literacy of parents in the field of developmental and correctional pedagogy, arouse their interest and desire to participate in the upbringing and development of their child;
• to instill in parents the habit of being interested in teachers in the process of child development in different types activities, seek help in matters of correction;
• find out the educational needs of parents and their level of competence in matters of speech development;
• to interest parents in using the information and methodological stand "Speech Therapist's Corner";

Expected results:

1. Parents are actively involved in the correctional and developmental process to eliminate children's speech deficiencies at home,
2. Parents independently use materials from the information and methodological stand "Speech Therapist's Corner".
3. Questioning revealed an increase in the pedagogical competence of parents in matters of the child's speech development.

The effectiveness of these results is:

• For kids - positive dynamics of speech development, successful social adaptation in the preschool educational institution and the family, an individual approach to each child;
• For parents - positive evaluation activities of the preschool educational institution, willingness and desire to help preschool educational institutions;
• For educators - the interest of teachers in creativity and innovation, taking into account the positive dynamics in the development of children's speech during the certification of teachers;
• For DOW - favorable conditions for the professional growth of teachers, the increased status of preschool educational institutions.

Description of the project: strategy and mechanism for achieving the goal

The work on the interaction of a speech therapist and parents on the speech development of children takes place in 3 stages:

Stage 1 - preparatory (information and analytical).

Tasks:

• Discussion and formulation of problematic issues.
• Selection of exercises for the development of fine motor skills, selection of exercises to develop the correct air jet, exercises for the tongue and lips.

To solve these problems, we begin with a survey. In the course of the survey, based on the collected data, it is possible to analyze the characteristics of the family, identify the level of competence of parents in matters of speech development, and develop tactics for their communication with each parent.

Stage 2 - the main (practical).

Tasks:

• develop and test a system of methodological measures for parents on the speech development of preschool children.

The knowledge gained during classes with a speech therapist, the speech skills of children are fixed in game form in everyday life.

Means and methods of the project:

1. Conducting parent meetings, consultations, joint activities of parents with children, business and role-playing games, round table;
2. Collection and study of information;
3. preparation of a report on the work and presentation of the results of the work in the form (presentations, publications, etc.);
4. Visual and informational forms:

Stand "Tips of a speech therapist",

mover folders,

Memos for parents “The structure of the articulatory apparatus”, “Obediant breeze”, “Let's breathe correctly. Game exercises for the development of breathing.

These forms of work make it possible to involve parents in active participation in the correctional process, suggest the establishment between teachers and parents trusting relationship, parents' awareness of the role of the family in the education and upbringing of the child.
Stage 3 - final (control and diagnostic).

Tasks:

• To analyze the effectiveness of the work of a speech therapist teacher with parents on the speech development of children.
• Analyze the effectiveness of corrective work with children.

Bibliography:

• Khvattsev M.S. speech therapy. "Working with preschoolers" M. 1996.
• Babina E.S. "Partnership of a preschool educational institution and the family in speech therapy work." Speech therapist 2005 N 5.
• Filicheva T.B. "Fundamentals of speech therapy" M. Education 1989.
• Zhukova N.S., Mastyukova E.M., Filicheva G.B. "Logopedia". Yekaterinburg, 1998.
• Mironova S.A. "The development of speech of preschoolers on speech therapy classes". M. 2007.

Learn to teach!

Passed prom in preparatory group for children with general speech underdevelopment, another school year has ended. Parents, headmaster, teachers and colleagues of the kindergarten said a lot of kind and warm words, handed over a diploma and letters of thanks. Two graduates will study in gymnasiums, one girl is enrolled in a school with in-depth study of the Spanish language, one boy has successfully passed the test in a school with a mathematical bias.

Was I proud of my profession at that moment? Yes! Speech therapists are the elite of the pedagogical community. Perhaps this does not sound modest. But imagine what path you need to go in order to provide effective assistance to children with systemic speech disorders. It is necessary to know the causes of this or that violation, the system of corrective action for various deviations in development - that means you need to get a higher education. Preschoolers with dysarthria need speech therapy massage, special breathing exercises, therefore, it is necessary to take additional courses from the authors of the latest techniques. We are constantly learning to provide speech therapy assistance to our little students.

I want to say thanks to those who helped me master the secrets of the profession: these are the teachers of the Moscow State Correspondence Pedagogical Institute, now the Moscow State Open Pedagogical University named after M.A. Sholokhova T.B. Filichev, V.K. Vorobyova, N.Yu. Boryakova, V.P. Glukhov, A.P. Egides. I am immensely grateful to E.A. Dyakova, who taught me speech therapy massage and M.N. Shchetinin, enthusiast and devoted student of A.N. Strelnikova, the author of unique breathing exercises.

During my work in kindergartens, schools, children's clinics, I had to work with many leaders. Not everyone is sympathetic to the problems of a speech therapist. Lyudmila Vasilievna Samedova, head of the compensatory type kindergarten No. 2249, who has been working in correctional pedagogy, like no one else knows that the early start of speech therapy and correctional and educational work makes it possible to correct deviations in the speech and general development of the child in the most effective way, to prevent learning difficulties at school and in social adaptation. Therefore, my current graduates came to kindergarten at the age of three. All of them had a general underdevelopment of speech, the first level of speech development was observed in six children, the second level - in eight, one boy had the third pre-speech level of speech development. Then it seemed to me that it was simply impossible to teach them to speak, let alone prepare them to learn to read.

They revolved each in their own orbit, like small planets, and when they collided with each other, they began to take away each other's toys. Experience prompted - it is necessary to observe how they play, how they communicate. The habit of being observant is a quality necessary for a speech therapist. The purpose of observation is to determine the areas of development of the baby, which we should pay special attention to in work. This will allow you to focus on those educational areas where the gap is most noticeable.

The results of observations, information about what our little student is currently capable of, allow me to better plan my work. If a correctional program prepared according to the level of the child's ability, he will be interested in the classes, and he will run into the office ahead of me.

Parents are the most interested participants in this work, so our kindergarten specialists inform and discuss with parents the results of their examinations and observations. We believe that mothers and fathers, grandparents should know the goals and expected results of an individual child rehabilitation program. It may be hard for them to realize the lag of their son or daughter in the development of speech, but it is better to go through life with open eyes, and, to help your child in overcoming difficulties, than to hide his head under his wing. I am proud of the parents of many pupils of our group, who were my first assistants both in preparing children for matinees, and for the reading competition at the Open Book festival, and in designing children's portfolios.

I think that now there are no speech therapists left who would not know what a portfolio of a preschooler is. This is a kind of piggy bank of the child's personal achievements in various activities. In our group, parents responded to our proposal - to create such folders not immediately. But then I began to practice the stories of children based on portfolio materials in speech development classes, and the children themselves asked their parents: “Mom, let's write about how we went to the Museum of Cosmonautics.” The ability to correctly pronounce sounds and use them in independent speech is a small victory for the “speech child”.

Designing a logopedic page in the portfolio helps him to be more critical of his speech. Many children write that they like to perform tasks that require sound-letter analysis, solve crossword puzzles, puzzles. Ultimately, the preschooler has increased control over independent statements.

The portfolio plays an important role in creating positive relationships in the triad "speech therapist - child - parent". Helping the child to compose stories and fairy tales with the right sound, parents discovered their creative abilities and were surprised at the fantasies of their “little storytellers”. All this strengthens the bond between parents and children, making it stronger. And my role was to create, give advice on creating a colorful and memorable portfolio.

We held reading competitions within the group in order to give the opportunity to open up to all children with speech disorders, both those who find it difficult to speak in public and those who are self-confident. Children read poems by E. Asadov, F. Glinka, A. Vetrov.

The best readers took part in the reading competition at the Open Book Festival in 2012. They managed to convey the meaning of the poems about the Motherland in the most emotional and expressive way. The jury of the festival appreciated the work of all the children, they received certificates and diplomas.

The fact that the girls from our group in their interviews “Who do you want to become?” speaks volumes. talked about their intention to choose the profession of a speech therapist. In our time, you can buy everything, but the love of children - no.

I will allow myself to quote excerpts from some parental reviews: “For the first time I long years met with an expert capital letter. Galina Vladimirovna with her kindness, strictness and confidence in a positive result made our whole family work”, “I express my sincere gratitude to the teacher - speech therapist Balashova Galina Vladimirovna. Thanks to her high professionalism, attention, patience and sensitivity to children, my daughter has finally started to speak and continues to make significant progress!”, “Galina Vladimirovna is a very attentive teacher: she always tries to find a special approach to each child, pays a lot of attention individual lessons with kids. The teacher-speech therapist conducts joint classes for children with parents, as well as consultations on all issues of concern to us.

Boy Dima is now in the fifth grade, but the case was difficult and remembered for a lifetime. His grandmother was not only an equal participant pedagogical process, the most attentive and caring, but also the most responsive. “My grandson suffers from insulin-dependent diabetes mellitus ( diabetes Type 1 is continuous blood sugar monitoring and insulin injections). The boy has big speech therapy problems complicated by his illness. Galina Vladimirovna did a special speech therapy massage and breathing exercises with a child, developed phonemic awareness and produced a directed air jet. All this was done taking into account the well-being of my grandson. By the end of kindergarten, Dima could pronounce all the sounds well, he could read quite well. And yet, I want to note that Galina Vladimirovna gave us advice and recommendations on correcting the speech of children. And not a single question remained unanswered.

Being at the awards ceremony for the participants of the “Methodical Piggy Bank” contest, which was held as part of the “Open Book” Festival of the North-Eastern District Department of Education, I was proud of my profession, I was surprised how many young speech therapists took part in it, what wonderful benefits they came up with and use in their work. Colleagues were interested in the manuals and games proposed by me. At the end of the show, speech therapists asked how, what the manuals were made of. It was board game"Silver Stream", a simulator for the development of breathing "Soaring ball", mobile and at the same time educational games "Bowling alley for preschoolers", "We count the steps - we study the letters", which I have been using in my work for many years.

I really hope that the children will be able to maintain the warmth of communication that reigned in our speech therapy group. The creation of such an atmosphere was facilitated by reading fairy tales, writing your own stories. Throughout the school year, in the preparatory group, we learned to analyze famous author's and Russian folk tales, understand the actions of the characters, their feelings, draw conclusions. All the texts created by the children based on the catalog method were kind. Their heroes helped each other, rescued from trouble. I felt joy and pride in my “little storytellers” when I held in my hands the “Kaleidoscope of fairy tales” - a collection made up of their works and illustrations.

Here is some of them.

There was a fruit basket on the table in the room. Tired of them lying in a basket, pears, apples, lemon, pineapple and strawberries decided to go on a journey to the sweet country of Fructosia. One night, when everyone in the house was fast asleep, the fruits ran away. They walked and walked and ended up in a magical land of fruits. When they learned that the whole country was taken over by evil insects. They ate the leaves of fruit trees, spoiled the fruits. City fruits decided to save their friends. They knew the recipe for a miraculous remedy that everyone was afraid of. harmful insects. The fruit prepared a magic powder and sprinkled it on the insects. Of course, the little pests did not like the smell and went into the forest.

So fruits saved their friends. All the inhabitants of the magical country thanked them and arranged a carnival.

In the forest, in the very thicket, where there were centuries-old oaks, there lived - there was a girl Zhenya. Woodpeckers gouged large hollows in old trees. You could sleep and play in them. Boys sometimes came to Zhenya, brought her food so that she would not die of hunger. And the girl made toys for them out of wood and birch bark. One day, friends came to visit Zhenya, but she was not at home. Then a voice was heard: “Well, what! Can't find your girlfriend. Here is a ball for you, it will lead you to Zhenya. It was the wise old owl who was sitting on the branch of the oak. The boys went for the ball and ended up by the swamp. Their friend was stuck there and couldn't get out. Petya took a stick, threw it to the girl and pulled her out of the swamp. True friends are known in trouble!