Speech therapy support for preschool children. Speech therapy support for young children methodological development in speech therapy on the topic

Meltsova M.M., Moreva N.A.

MADOU " Kindergarten general developmental type No. 2 with the priority implementation of activities in the artistic and aesthetic direction of the development of pupils, Sverdlovsk region, Krasnoufimsk, e– mail: Meltsova— hmmm@ mail. en, volknatmor@ mail. en

One of the conditions for the effectiveness of the professional activity of a teacher-psychologist and a speech therapist teacher is the creation of an innovative psychological and speech therapy program for accompanying young children in a short stay group. When developing the program, the requirements established by the federal state educational standard were taken into account.

Key words: early age, psychological logopedic support, group of short stay (GKP), adaptation.

Early age is a period of intensive development of various activities and personality development. The main and decisive condition for the development of the child is the communication of the child with an adult. The beginning of attending a kindergarten at this age is inevitably associated with cardinal changes in the social context - the child ends up from a family where he interacts with close adults, into a completely different environment - a group of peer children. This is a completely new situation, unfamiliar to the child, which sets him the task of social and psychological adaptation. First, he needs to get used to the fact that all the attention of adults does not belong to him; secondly, to learn the rules of the group, which will not always coincide with his needs; thirdly, learn to interact, communicate, play, negotiate with other children. Separation from home and loved ones, meeting new strangers can become a serious psychological trauma for a child. In order to mitigate the process of adaptation of unorganized children to the conditions of the kindergarten, it is necessary to create a GKP.

In our kindergarten, for the successful adaptation of unorganized children to the conditions of preschool, there is a GKP for young children, which is accompanied by specialists from a preschool organization: a teacher-psychologist and a teacher-speech therapist and others. The success of support lies in an integrated approach and close interaction of specialists and is implemented in the form of an innovative program. In the system of preschool education in accordance with the law Russian Federation innovative activities are carried out, the purpose of which is to ensure the modernization and development of the education system, taking into account the main directions of socio-economic development. Innovative activity is focused on improving, among other things, the educational and methodological support of the education system.

On the basis of MADOU "Kindergarten of a general developmental type No. 2 with a priority implementation of activities in the artistic and aesthetic direction of the development of pupils", an innovative psychological and speech therapy program was developed to accompany young children in the State Enterprise "Magic World of Fairy Tales". When developing the program, the requirements established by the federal state educational standard were taken into account.

The need to create this program is due to the lack of a unified program for psychological and speech therapy support for young children in the GKP. The program was developed in 2013 and is designed for unorganized young children and specialists: a teacher-psychologist and a speech therapist. At the same time, the program will be useful and interesting to all participants in educational relations.

The purpose of the program: to create conditions for the successful adaptation of unorganized children, by means of play activities.

1. Psychological and speech therapy support for young children during the period of adaptation to the conditions of the preschool educational institution;
2. Relieve anxiety and emotional stress, through play activities;
3. Activation and development of speech as the main means of communication and knowledge of the world around.
4. Improving the psychological, pedagogical and speech therapy competence of parents;

An integrated approach ensures successful support for young children. The program is built taking into account the individual, age and psychological characteristics of children.

The Magical World of Fairy Tales program ensures the development of the personality, motivation and abilities of children in various types activities and covers educational areas:

Social and communicative development - the development of communication and interaction of the child with adults and peers, the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults;

Cognitive development - the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world;

Speech development - possession of speech as a means of communication and culture; enrichment of the active dictionary; development of sound and intonation culture of speech, acquaintance with book culture, children's literature;

Artistic and aesthetic development - development of the prerequisites for value-semantic perception, stimulation of empathy for the characters of works of art;

Physical development - the acquisition of experience in the following types of children's activities: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation musculoskeletal system body, coordination of movement, large and small motor skills of both hands, mastery of outdoor games with rules.

The Magical World of Fairy Tales program reflects aspects of the educational environment for young children:

• subject-spatial developing educational environment;
• nature of interaction with adults;
• nature of interaction with other children;
• the system of the child's relationship to the world, to other people, to himself.

The program uses the following technologies:

• communication games;
• body-oriented exercises and games.

One of the main sources of knowledge of reality are fairy tales and their characters. Fairy-tale images are full of emotional richness, colorful and unusual, and at the same time simple and accessible for children's understanding, believable and realistic. However, games, which are the leading type of activity at an early age, require constant “feeding” with new knowledge and impressions, therefore, the program uses fairy tale games, fairy tales, dramatizations, fairy tales based on folk tales. The use of a fairy tale helps the development of children's speech activity, in addition, they are easily and organically included in the game, which helps to relieve anxiety and emotional stress, develop imagination, creative imagination, and form intonation expressiveness of speech.

In order to improve the psychological, pedagogical and speech therapy competence of parents, the program assumes their presence in the classroom, as one of the participants in educational relations.

“The key line of preschool childhood is familiarization with the values ​​of culture, and not teaching him to write, count and read. And this initiation occurs through the game. A.G. Asmolov.

Bibliography:

1. Adaptation of the child to the conditions of the kindergarten: process control, diagnostics, recommendations / ed. N.V. Sokolovskaya. - Volgograd: Teacher, 2011.
2. Nishcheva N.V. Game (Issue 3). Games for the development of speech of preschoolers. - St. Petersburg, 2003.
3. Federal state educational standard for preschool education.
4. Federal Law of December 29, 2012 No. 237 - Federal Law "On Education in the Russian Federation".

The first three years of life are an extremely important and responsible period in the development of the child. Numerous scientific studies prove that it is at this age that the most fundamental, deep personal qualities are laid, such as self-esteem, trust in people, interest in the world around, cognitive activity, etc. Underdevelopment or deformation of these qualities at an early age is difficult to compensate or correct in later periods. Therefore, timely detection of possible deviations in the development of young children is extremely important. Practical experience shows that in last years the number of children with various deviations in the development of the central nervous system (brain) has sharply increased, and speech is one of the first to suffer. It is known that the main formation of speech is completed by 5-6 years. It turns out that while the formation and development of speech is taking place, none of the specialists actively interferes in this process. When speech is settled (along with defects) teachers - speech therapists get down to business. This approach does not justify itself at all, especially considering the state of health of modern children. Obviously, it is necessary to provide comprehensive assistance to the child and his parents at the earliest stages of the formation and development of speech, thus preventing possible disorders of this process.

Our educational type preschool with a logopoint system has 13 age groups, 5 of which are early age groups. Since 1998, a speech therapist has been working with children in early age groups. Currently, a certain system of speech therapy support for children has been developed. (Scheme 1). This system is based on the scientific developments of N.S. Zhukova, E. M. Mastyukova, T. B. Filicheva, O. E. Gromova, E. A. Strebeleva, Yu. A. Razenkova, A. V. Senchilo and others. – Chelyabinsk, Magnitogorsk, as well as Rostov-on-Don, Moscow and others. A speech therapist, together with the head of physical education, underwent training and internships at the Department of Special Pedagogy and Special Psychology at Moscow State Pedagogical University under the guidance of N. M. Nazarova and B. A. Arkhipov.

All work on the early detection of problems in speech and psychomotor development and special assistance to young children is built in a complex, is family-centered, i.e. aimed at helping the whole family, not just the child. The habilitation process (habilitation) * in the preschool educational institution is carried out in several directions :

1. Psychological and pedagogical– is one of the leading the data obtained in the implementation of this direction serve as the basis for drawing up plans and programs for habilitation.

2. Medical and pedagogical - involves the analysis of medical records. It consists in identifying the structure of the leading violation and coordinating activities ___________________________

* Habilitation - in relation to young children with developmental disabilities, it is advisable to use the term habilitation(from lat. habilis- be capable of something), since in relation to early age we cannot talk about the return of the ability to do something, lost as a result of injury, illness, etc., but about its initial formation. See: Special Pedagogy / edited by N.M. Nazarova. – M., 2001.- p. fourteen
medical and pedagogical workers in overcoming developmental problems, preventing possible deviations.

3. Social - involves studying the family microclimate, assessing the pedagogical competence of parents, determining the place of the child in the family, etc.

4. Informational - involves: a) timely informing parents about the characteristics of the development of the child in the early stages; b) dissemination of information about the work of PEI specialists and the level of their competence; c) holding training seminars for parents, educators and specialists; d) exchange of experience in the work of parallel groups, experience in family education, etc.

Work with a child and his family in the system of early diagnosis and special care for young children is divided into the following stages:

Stage I - before the child enters kindergarten.

• 
  The work of a speech therapist together with educators and other specialists in the "Parents' School". Here we get to know the parents of future "recruits" and their families. In conversations, we learn about the psychomotor and speech capabilities of children; find out the range of problems that concern parents in this period; We give advice on preparing children for kindergarten.

• 
  We study in detail medical records, NPR cards (we get acquainted with the conclusions of the specialists of the KZR (room for a healthy child) of the clinic, narrow specialists, with anamnestic data).
• 
  We observe the child in the first half of his life in preschool:

Eating and swallowing;

The work of the organs of the oral cavity;

salivation;

Breathing (physiological and speech);

Communication sphere;

Development of expressive and impressive speech;

Motor system (general, fine, articulatory)

Pre-speech vocalization (correspondence to the age stages of vocalization, repertoire of vowels and consonants, organization of babbling sounds by iteration type, syllable structure, etc.)

prosody

Combinations of gestures and words;

Communications;

phonemic processes.

• 
  We talk with educators, give them recommendations on preventing possible deviations in psychomotor and speech development in children during the period of adaptation.
• 
  After the children fully adapt to kindergarten, a diagnosis of psychomotor and speech development is carried out, taking into account epicrisis terms. The main condition for the examination is a naturally playful environment, usually on the territory of the group visited by the child. The examination is carried out according to the methodology developed by the ICP RAO*, taking into account the individual characteristics of the child. In this regard, the terms of the examination vary from 2 weeks _______________________________

Then children with delays, deviations and peculiarities of psychomotor and speech development (according to epicrisis terms) are divided into groups:

Group 1 - attention (lag by 1 epicrisis period)

Group 2 - risk (lag by 2 epicrisis terms)

Group 3 - pronounced risk (lag by 3 or more epicrisis periods)

Experience shows that in children of a pronounced risk group, as a rule, many other developmental processes, in addition to speech, are disturbed. These children are taken into account not only by a speech therapist, but also by other kindergarten specialists. To avoid overdiagnosis, we conduct a comprehensive examination, i.e. simultaneously by several specialists (speech therapist teacher, educational psychologist, doctor, music director, head of physical education, deputy head of MMR, senior educator) and educators. The data are entered into a summary table (Appendix 6). There are various forms of examination (since more than 2 adults cannot be present in the group at the same time due to age characteristics), depending on the purpose of the examination, we use:

One-by-one observation by specialists of the child in the organization of regime moments, play activities, etc .;

Inclusion of a specialist in gaming (and other) activities;

Individual and group conversations with children, educators and parents;

Video viewing and analysis of what he saw;

• 
  Further, at a meeting of the PMPK (onsilium) of the preschool educational institution, we collegially analyze the results of the examination, and clarify the habilitation groups. We develop individual habilitation work plans ( Appendix 7), we draw up programs for them.
• 
  We acquaint parents with the results of the survey, and individual plans and programs, determine their participation in the habilitation process as paraspecialists (i.e. parents become direct participants in the habilitation of the child, through them the process is carried out feedback with my family).

Working in the system of early diagnosis and special care for young children, we have identified the main forms habilitation work:

1. Creation of an optimal developmental environment in groups and at home (together with educators, parents, specialists).

2. Organization of individual work of specialists (including speech therapists) with the child, family and caregivers.

3. Organization of the complex work of specialists (including speech therapist teachers) according to long-term plans (classes once a week in a group or in a hall, depending on the age and developmental characteristics of children). Classes are held in the form of a game, the number of children in the lesson is determined by the number of specialists, each specialist leads the lesson in turn, the rest act as

"curators". This makes it possible to pay the necessary attention to each child and thereby activate all possible organs and systems of his body.

4. Organization of the work of the information correctional and pedagogical service (IKPS) of the preschool educational institution: informing and educating parents and educators through stands, habilitation corners in groups, etc.

• 
  Further work with children is carried out according to the schedule and plans. During the entire developmental process, changes and amendments can be made to the plans depending on the dynamics of development (if the child’s dynamics over a long period is insignificant, the assimilation of the material is difficult, then the classes are conducted on the didactic material that the child can assimilate, we try to find the reason , if necessary, we send children together with their parents for consultations with narrow specialists of polyclinics or medical centers, and then we build our work according to their recommendations). Thus, the process of analyzing the dynamics and forecasting development is ongoing. Depending on this, individual plans and programs are adjusted.

- "dry pools and showers" (for general and fine motor skills)

Didactic manual "soft sensory paths"

Massage tracks, mats and mittens, balls, rollers…

Fitballs

Tumbleweed simulator

Story sensory mats and toys

Didactic sounding objects according to the method of K. Orff and many others.

The methodological support of the habilitation process is carefully thought out by all specialists and preschool educators, correlates with the age-related program tasks and the capabilities of each child. The main benefits are: M. G. Borisenko, T. A. Dateshidze, N. A. Lukina “Learning to listen and hear”; M. G. Borisenko, N. A. Lukina “In order to speak clearly, you must ...” (development of general speech skills); O. E. Gromova "Methods of formation of the initial children's vocabulary"; T. Sauko, A. Burenina "Top - clap, kids" (Program for musical and rhythmic education of children 2-3 years old "; I. Kaplunova, I. Novoskoltseva "Ladushki" (Program for musical education of children of early and preschool age), T. Galanova "Educational games with babies under 3 years old" (Methodological guide), and the author's development of a speech therapist teacher Gromovik S. G. and others.

In the development of young children, not only in the classroom, but also in everyday life, we pay great attention to motor and musical-speech games and exercises. Practice shows that with their help, children from a very early age successfully develop imitation of speech and movements of an adult, develop speech activity and communicative functions - this is the basis for overcoming speech motor disorders, problems in the development of phonemic processes, and is also the prevention of possible deviations in children who do not have serious developmental disabilities.

Thus, the developed system of early developmental diagnostics and special assistance to children in our preschool educational institution is designed to provide medical, psychological and pedagogical support, including speech therapy support for children from 1 to 7 years old with developmental disabilities. The presence of early comprehensive care for a child makes it possible to effectively compensate for deviations in the speech and psychomotor development of the attention, risk and pronounced risk groups.

Practice shows that timely, correct (according to age norms) formation of speech at preschool age is one of the main conditions for the successful education of a child at school. When children move from kindergarten to school, speech pathology significantly complicates the already complex socio-biological process of adaptation to new conditions of education and training. This circumstance determines the relevance of correctional and developmental work in the preschool period. Speech problems in children of older preschool age, as a rule, are complicated by clinical indications, and the defect has a complex structure. Therefore, the solution of this problem requires an integrated medical-psychological-pedagogical approach. The preschool educational institution has developed a system of continuous diagnostic and correctional developmental processes, as well as a system of age continuity (children with problems in speech and psychomotor development at an early age are transferred to educators and specialists working with children and preschool age) and the interaction of kindergarten and family services in a comprehensive accompanying the child from the moment of his admission to the kindergarten until graduation from school.

Work to correct speech disorders is built as follows:

At the beginning of each school year in September, the teacher-speech therapist conducts a study of the anamnesis, clarifies the clinical diagnoses of the state of health of children according to medical records. DOW cards, outpatient cards. Then the diagnosis of the speech development of all children in each age group begins, the data are recorded in the "Children's Speech Survey Survey" of a generally accepted model. Each age group has its own journal.

Methods that we use during the survey:

Observation (in the classroom, in free activities, interviews);

Diagnostics (according to the method of ICP RAO)*

Interviews with teachers and parents.

Based on the results of the survey, the list of children in need of speech therapy assistance is determined and approved. Children are enrolled at the speech center, subgroups are formed in accordance with the speech therapy conclusion (ONR, FFNR, FNR, FN). As a rule, these pedagogical conclusions are accompanied by medical ones that complicate the work of a speech therapist teacher - motor alalia, various forms of dysarthria, stuttering, MMD, hyperdynamic syndrome, ADHD, mental retardation. Speech cards are filled out for children. For dyslalia, we use standardized speech therapy cards (Appendix 25). For children with dysarthria, we compiled maps according to the parameters of the neuro-psychological and speech examination (A. R. Luria) ** (Appendix 28).

We actively involve parents in filling out speech cards. Usually this takes place in the form of an interview - in this way, we immediately include parents in the correctional and developmental process. They help both us and the child, acting as paraspecialists. The atmosphere of trust in a conversation with the family, our interest in the success of the child's development makes it possible to obtain first-hand information - the data that can be relied upon in work.

The diagnostic results are analyzed at a meeting of the PMPK (onsilium) of the preschool educational institution together with educators and specialists. Children who require

______________________________________________

* Orphans: counseling and diagnostics of development / ed. E.A. Strebeleva. - M., 1998.

** Luria A.R.. Fundamentals of neuropsychology.- M., 1973.
an integrated approach of specialists, i.e. children with developmental disabilities in several ways.

If necessary, children (with their parents) are sent for consultations to narrow specialists to clarify clinical diagnoses: a psychiatrist, psychoneurologist, ENT doctor, pediatrician, dental surgeon, orthodontist, physiotherapist.

Together with educators, ICRP and P are compiled (individual correctional and developmental plans and programs), areas of work are specified. The basis for the preparation of plans was the methodological recommendations of the Chelyabinsk State Pedagogical University(ChGPU). Having reworked and adapted them for the conditions of the logopoint based on the preschool educational institution, the specialists developed the form of the ICRP (Appendix 8). Data on the dynamics of the correctional and developmental process are monthly discussed with the group educators and reflected in the ICRP.

We draw up individual correctional programs, guided by the recommendations of E. A. Strebeleva, M. V. Bratkova *, Yu. A. Razenkova ** . In the development of a correctional and developmental program for each child with complex developmental problems, not only the speech therapist and educator take part, but also all other specialists of the preschool educational institution (including the doctor). All programs have a single algorithm for their compilation:

1. 
   transformation of the environment, taking into account correctional and developmental tasks (compliance with the regime of the day, material technical equipment taking into account the special educational needs of each child; the adequate nature of the interaction between an adult and a child in a preschool and family environment);
2. 
   tasks, methods and techniques for social development are determined, as well as along the main lines of development - physical, cognitive, speech; to improve health;
3. 
   forms of work with the family are determined (consultations, interactive classes, conversations with different family members as necessary, teaching parents the ability to observe and analyze the activities and development of the child as a whole in a family environment, etc.).

At the beginning of the year, summary tables are filled out (Appendix 6).

After each diagnosis, we acquaint parents with its results, discuss plans and prospects for work. Throughout the school year, parents and family members (most often these are grandparents recently) participate in the correctional and developmental process - we train them at practical seminars, joint consultative and practical (interactive) classes; we organize and conduct “Speech holidays and entertainment”; homework by children in individual notebooks also involves the direct participation of parents. _____________________________

* Srtebeleva E.A., Bratkova M.V. ., Variants of an individual program of education and correctional and developmental education of an early age child with psychophysical disorders // Defectology. 2000. No. 5

** Razenkova Yu.A.., The content of individual programs for the development of infants with disabilities brought up in a child's home // Defectology. 1998. No. 3
current issues and exciting questions are covered through the work of the information correctional and pedagogical service of the preschool educational institution (thematic stands, folders, etc.).

To optimize the correctional and developmental process, speech therapists keep logs of interaction: with the family, with kindergarten teachers. (Appendix 10, 11). They reflect: date, full name. parents or educators, the reason for the appeals and options for solving problems (the topic of consultation, conversations, interactive classes, library services of the office). This gives us the opportunity to build work taking into account a comprehensive and integrated approach (together with parents and educators) to solving the problems of the child.

Close cooperation between teachers-speech therapists is also carried out with the teaching staff:

We help educators in creating a correctional and developmental space in groups; in the selection of material in speech correctional and developmental corners, taking into account the structure of the speech defect, age, program tasks and compensatory capabilities of children;

Educators are regularly provided with information about the state of speech of children, recommendations are given on working with children with certain speech disorders;

A speech therapist attends classes in a group, educators are periodically present at speech therapy classes. After mutual attendance, classes are analyzed, certain conclusions are drawn, mutual recommendations are given and decisions are made; recommendations are given on the use of homework material in joint activities.

Scheduled throughout the year are:

• 
  individual lessons with children with a complex structure of a speech defect;
• 
  subgroup correctional and developmental classes with children - speech pathologists;
• 
  complex (with the participation of specialists from preschool educational institutions) classes with children who have disorders not only in speech, but also in psychomotor development, taking into account the recommendations of narrow specialists of the children's clinic (1 time per month).

We are pleased with the acquisition and introduction into the correctional and developmental process of the computer speech therapy correctional and educational program "Games for the Tigers" (Perm). It allows you to correct speech disorders with an erased form of dysarthria, as well as work effectively with dyslalia, rhinolalia, and stuttering.

On the complex classes together with the head of education, music director, teacher-psychologist, we actively use elements of music therapy, logorhythm therapy, dynamotherapy, art therapy, phonorhythmics. Experience shows that the interaction of several specialists makes it possible to make the correctional and developmental process more effective, because avoiding overloads, a complex of the most complex tasks is solved at a high emotional level: general, fine, articulatory motor skills develop; orientation in space; coordination of movements with speech, the respiratory system is trained, developed and corrected emotional sphere, cognitive sphere of children; perception, thinking, memory, attention, imagination; children learn relaxation skills. All this allows you to maximize the compensatory capabilities of the child.

In January, an intermediate diagnosis of the speech development of children - speech pathologists is carried out, speech therapy conclusions are specified. The results are analyzed collectively (together with educators and specialists) at meetings of the PMPK (onsilium) of the preschool educational institution. The dynamics in the development of children is determined, if it is insignificant, a further strategy is developed in the work. IKRP and P are specified and corrected (together with educators), the further development of children registered by specialists is predicted.

We also acquaint parents with the results of intermediate diagnostics. During the interviews, we learn about changes in the development of children at home. The next six months, the work is built in a similar way.

Children whose speech normalizes in the course of the correctional and developmental process are removed from speech therapy registration at any stage of speech therapy support, but remain under speech control in the group. The teacher informs the PMPk (onsilium) about the further course of the child's speech development.

The final examination of the development of children's speech is carried out in May. The analysis of diagnostics and discussion of the results together with educators and specialists takes place at the PMPk (onsilium) of the preschool educational institution. Completed summary tables. School cards are filled out for kindergarten graduates.

Information about graduate children who need further speech therapy support and relevant documentation (a speech card and a written notification of parents about the state of the child’s speech at the end of the year with their signature. (Appendix No. 27). Information is transmitted to speech therapist teachers of school No. 198, since about 90% of our graduates go to study in this particular school according to the “group-class” system.We pass on all information about children to GMOs to speech therapists of other schools in September.

Our preschool educational institution and school No. 198 in Seversk have developed long-term cooperation. Joint plans are developed annually, which reflect the forms of joint work:

• 
  speech diagnostics of graduates of preschool educational institutions in May is carried out together with speech therapists of the school so that they can get to know the children, have an idea about the level of their speech development. According to its results, parents are given "Homework for the summer" because. children with a complex structure of a speech defect may lose the skills acquired in a preschool institution over the summer; phonemic processes in such children also require constant training;
• 
  mutual attendance of lessons and classes, open events; experience exchange;
• 
  an interview with speech therapists to analyze the speech capabilities of preschool graduates (autumn, winter);
• 
  teachers' councils (together with the administration, teachers and speech therapists of school No. 198) "Our children at school" (Summing up the results of speech therapy support for graduates of preschool educational institution No. 59 in January);
• 
  attendance and participation of children of senior preschool age holidays at school

So, we know that disorders in the development of speech in preschool children are often accompanied by deviations in psychomotor and communicative development. The number of such children is growing, not everyone has the opportunity to attend specialized preschool institutions. The experience of our work shows that correctional and developmental work organized in a system of cooperation (of specialists, parents and educators) is very effective method work with these children. We believe that the main indicator and achievement of such work is the effectiveness - 90% - 96% of our graduates annually do not have speech disorders at all, while the rest have a pronounced positive trend not only in speech, but also in development in general.

Logopedic support

correctional and pedagogical process.

Speech therapy support of the correctional and pedagogical process is one of the main components of the system of integrated psychological, medical and pedagogical support for children with disabilities in conditions educational process educational organization.

Speech therapy support involves the implementation of the following tasks in the educational process:

Early detection and overcoming of deviations in the development of speech of children with disabilities;

Implementation of diagnostics of speech development of children in cooperation with PMPK;

Definition and implementation of an individual program for the correction of a speech defect, taking into account its structure, severity, clinical conditionality, as well as the individual and personal characteristics of the child;

Dissemination of speech therapy knowledge among teachers and parents (legal representatives) on the use of special methods and techniques for helping children with speech development disorders.

Speech therapy support includes the following activities of a speech therapist teacher:

1. Monitoring (diagnostic) - creating conditions for continuous diagnostic and prognostic monitoring of the correctional process in order to optimally select correctional goals, objectives and means of their implementation.

2. Correctional and developmental - the creation of conditions aimed at correcting the speech development of children and ensuring that a child with speech disorders achieves a level of speech development corresponding to the age norm.

3. Preventive - creating conditions for increasing the professional competence of teachers and parents in the development of children's speech, taking into account their age, socio-emotional and cognitive needs and development opportunities.

4. Informational and methodological - creating conditions for the development and implementation of innovative technologies in the field of correction of speech disorders, which make it possible to increase the effectiveness of the correctional process as a whole.

Let us consider the content of the activities of a speech therapist teacher in the framework of these areas in more detail:

Monitoring (diagnostic) direction involves: early detection of children with developmental problems; primary examination of children's speech; collection of medical and pedagogical anamnesis, information about early development; psychological and pedagogical supervision of young children with severe speech disorders; examination of children with severe speech disorders; dynamic observation in the learning process, intermediate cuts; diagnostics of the effectiveness of the correctional and pedagogical process.

It should be noted that one of the stages of the diagnostic activity of a speech therapist teacher is organizational block his work, including: preparing a speech therapy room for the new academic year (until September 15). At this stage of the work, methodological material is systematized and replenished (on the production and automation of disturbed sounds); illustrated and handout material for children enrolled in speech therapy support. The diagnostic results are analyzed. The medical records of children enrolled in speech therapy support are being studied to clarify the anamnestic data in speech cards (in September and throughout the year). The strategy of the correctional-pedagogical process in the educational organization is determined - the planning of work for the year. A schedule and a cyclogram of the working time of a speech therapist teacher are drawn up. The choice of the method of organizing the educational process is carried out: the acquisition of subgroups for violations, levels of speech development, planning of individual work with children. Providing documentation.

Correction-developing the activity of the speech therapist teacher is carried out, in accordance with the speech therapy conclusions, directly with the children enrolled in speech therapy support throughout the school year.

Speech therapy support enrolls children with: general underdevelopment of speech of varying severity; phonetic-phonemic underdevelopment of speech; phonetic underdevelopment of speech; stuttering; pronunciation deficiencies - phonetic disorders; speech disorders caused by a violation of the structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia).

The correctional and developmental activity of a speech therapist teacher includes: classes of a speech therapist to improve different aspects of speech; joint activities with a teacher-psychologist to stimulate the psychological base of speech; joint activities with teachers; music director for the development of the tempo-rhythmic organization of speech; physical education instructor for the development of general motor skills of children; organization of the necessary medical support for children with developmental problems.

Classes with children are held individually and in a group. The maximum occupancy of groups is set depending on the nature of the speech impairment of children with disabilities and the location of the educational institution.

Classes with children are conducted taking into account the mode of operation of the general educational organization. The frequency of group and individual lessons is determined by the severity of speech development disorders. Group classes are held: with children with general underdevelopment of speech - at least three times a week; with children with phonemic-phonemic or phonemic underdevelopment of speech - at least two to three times a week; with children with a phonetic defect - at least 1-2 times a week; with stutterers - at least three times a week.

Classes in mobile microgroups provide the speech therapist with the opportunity to vary their goals and content depending on the tasks of correctional work, speech and individual typological characteristics of pupils.

Individual lessons make up an essential part of the work of a speech therapist teacher during each working day and week as a whole. They allow for the correction of individual speech and other shortcomings of the psychophysical development of pupils. Their role is especially great in working with children of primary and secondary preschool age, when the peculiarities of age, as well as the limited speech means of communication, the general and speech negativism of pupils prevent them from establishing productive contacts with adults, and even more so with peers. Nevertheless, during the school year there is a gradual transition from individual lessons to work in small subgroups, which allows you to optimize the time spent and move on to the formation of some skills in the joint productive and speech activities of children.

The structure and content of an individual lesson depend on the type and severity of the child's speech disorder, his individual characteristics. The components of the lesson can be: the development of articulatory motor skills, the formation articulation patterns; formation of correct pronunciation skills (depending on the stage of work on sound); development phonemic perception, sound analysis skills; improvement of lexical and grammatical constructions and coherent speech; development of cognitive mental processes (perception, attention, memory, thinking, imagination); development of fine differentiated movements of fingers and hands.

Throughout the lesson, the child should be in a good mood, he should be set up to communicate with a speech therapist and the lesson as a whole. For this can be used surprise moments, game fragments, exciting tasks and exercises with the help of which the learning process turns into an interesting game.

In the course of individual lessons, the child develops the ability to listen, hear and evaluate the speech of not only those around him, but also his own. For this, audio equipment is used, with the help of which the child gets the opportunity to hear himself not only at the moment of utterance, but also delayed, as if from the outside and evaluate his speech.

When compiling a summary of the lesson and thinking over its content, it should be borne in mind that the speech material during the lesson becomes more complicated gradually, sequentially, depending on the stage of work on the sound. So, one of the features of an individual lesson in setting sounds is the presence of several approaches during the lesson (at least 3 times), alternating with tasks for the implementation of other goals. Entertaining form classes, game techniques, changing types of tasks, a reward system allows you to maintain the interest of children over a certain period of time.

Determining the content of an individual speech therapy lesson, selecting speech and practical material, a speech therapist should strive to make the lesson not only interesting, but also as productive as possible, with a high speech activity of the child. It is important to include series in classes training exercises teaching children to freely use new sounds in spontaneous statements.

Individual classes are held at least 3 times a week, with pupils with phonetic and phonemic underdevelopment of speech, speech defects caused by violations of the structure and mobility of the speech apparatus (dysarthria, rhinolalia, etc.); at least 2 times - with phonemic underdevelopment of speech. The duration of an individual lesson is 15-20 minutes. Topics of individual lessons with children and accounting for their attendance are reflected in the journal speech therapy classes.

Optimization of the content of speech therapy classes is ensured by their multitasking (or complex, integrated nature), when various lines of work on the correction of certain components of the speech system of preschoolers, as well as deficiently developed mental and psychophysiological functions, are implemented in parallel and organically complement each other. At the same time, the integrity of the classes is ensured by the inclusion in the educational process of a through plot-game line, thematic organization speech and cognitive material, etc.

Reliance on the game as the leading activity of preschoolers and the mandatory inclusion of different types of games in speech therapy classes provide a pronounced positive effect both in overcoming speech disorders and in the development of cognitive mental processes that make up the psychological basis of speech (perception, attention, memory, thinking). The role of the game in terms of the formation of the child as a subject of his own activity and, above all, such types of it as communicative and educational-cognitive, which serves effective prevention possible school failure.

Preventive the activity of a speech therapist teacher involves: familiarization and taking into account the results of in-depth medical examinations; providing advice to parents of children with developmental problems; prevention of speech disorders in children with disabilities; organization of counseling sessions with children with age-related disorders in the formation of speech.

During preventive work educators whose children are enrolled in speech therapy support are offered information on the results of corrective work at a certain stage, thereby stimulating them to continue this work in a 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 speech therapy support are provided with information to prevent speech disorders.

Every year, the teacher-speech therapist conducts thematic counseling for educators and parents of pupils, and gives appropriate recommendations.

content information and methodological areas of activity of a teacher - a speech therapist are: methodological assistance to employees of preschool educational institutions on speech correction; study and implementation of variable forms of corrective assistance to children with speech disorders; participation in the work of methodological associations of speech therapists; in seminars and conferences; work with methodological literature, with literature on the topic of self-education; creation of a library of correctional and pedagogical literature in the preschool educational institution.

It should be noted that the time remedial classes with children in kindergarten is strictly limited, and speech therapy classes cannot include all the lexical and grammatical material, then one of the important activities of a speech therapist teacher is the relationship with the participants in the educational process. It is about the relationship between the speech therapist and the educator. It can be traced in the following areas of work: diagnostic, corrective, preventive.

Consider the process of interaction between a teacher - a speech therapist and an educator of a preschool educational institution at the stage diagnostic work. The teacher reports to the speech therapist the results of his observations of the child in various activities; the history of his early speech development and the conditions of family education; conducts diagnostics of general development.

A speech therapist teacher conducts an annual comprehensive speech therapy examination of children of middle and senior preschool age, the results of which are reflected for each group of children:

In the "Pronunciation Screens", which clearly indicate the sounds that are disturbed in the pronunciation of each child, as well as the stages of work on them;

In the "Starting speech therapy diagnostics", where a speech profile is compiled for each child, indicating the degree of development of one or another aspect of speech.

The following speech therapy indicators are included in the diagnostics: the structure and functioning of the articulatory apparatus, tempo-rhythmic and intonation-melodic organization of speech, pronunciation of sounds, phonemic processes, syllabic structure, vocabulary, grammatical structure, coherent speech. Based on these diagnostic data, educators plan classes with children based on the main correctional tasks.

Correctional work includes the following forms of interaction between a teacher - a speech therapist and a preschool teacher. The teacher exercises control over the speech of children in the classroom and during regime moments; is engaged in the development of fine and articulatory motor skills; assists in automating the set sounds; contributes to the improvement of the grammatical structure of speech, the development of phonemic perception and syllabic structure; conducts the necessary work with parents to optimize the correctional process.

The teacher-speech therapist assists the educator in organizing individual and group work on the development of speech. Gives monthly recommendations on planning group and subgroup games and activities, taking into account age norms and lexical topics studied during this period.

Preventive direction activities of a teacher - a speech therapist. The main goal of this work is the creation by educators of such a subject environment that would contribute to the fullest possible disclosure of the potential speech capabilities of pupils, and prevent children from having difficulties in speech development. Organization of a subject-developing environment, as well as increased attention to children with a high degree the risk of developing speech disorders.

The teacher-speech therapist monitors the compliance of the developing environment with the age needs of children, gives recommendations to educators on enriching it. A coordinated approach to the general and speech education of children in the organization of games, classes, recreational activities and other activities, the development of unified pedagogical attitudes in relation to individual children and the group as a whole become the basis for interaction.
The final stage of speech therapy support is exercising control fulfillment of the above-mentioned areas of activity of a teacher - a speech therapist. This control includes: conducting control sections, test tasks (if necessary); information about the work of a speech therapist teacher on pedagogical and methodological councils; summing up the results of the academic year; digital report - analysis of the work done by a speech therapist.

MBDOU "Bolshesosnovsky kindergarten" with. Big Pine Perm region.

LOGOPEEDIC SUPPORT AS ONE OF THE LINKS OF COMPREHENSIVE SUPPORT FOR EARLY CHILDREN WITH DISABILITIES OF HEALTH

Prepared

Teacher speech therapist

Samokhvalova Svetlana Gennadievna

With. Big Pine

Early detection of developmental deficiencies and the initiation of comprehensive remedial assistance make it possible to correct existing disorders and prevent the occurrence of secondary ones. Speech therapy support is an integral part of the support system for young children with disabilities, which ensures the creation of optimal conditions for their full personal and intellectual development.

Preschool age is an important stage in the development of a child. The physical and psycho-neurological health of children is deteriorating. At present, a large percentage of preschool children are classified as children with disabilities caused by various health problems and need special education that meet their special educational needs. According to the psychological, medical and pedagogical council of the preschool educational institution, there is an increase in the number of children with disabilities. In this regard, the preschool educational institution is faced with the task of early detection and timely overcoming of deviations in the development of preschoolers.

The role of the development of a child's speech in the first years of life can hardly be overestimated. Mastering it restructures the processes of children's perception, memory, thinking, improves all types of children's activities and socialization. Early correction of deficiencies in the child's speech development is becoming more and more topical issue pedagogy and psychology. Early speech development and the formation of a child's cognitive sphere is a theoretically and practically significant problem in speech therapy. Every year the number of children suffering from delayed speech development is increasing. A number of researchers argue that modern children exhibit late maturation themes. The first words in children appear after the first year (earlier at 6-7 months), phrasal speech - by 2.5 years (earlier by 1.5 years), sounds are formed late, normalization of sound pronunciation is late. At the age of 5-6, there is a lack of formation of all components of the language (phonetics, grammar, vocabulary), i.e. speech disorder.

The relevance of the problem of early diagnosis and correction of speech deficiencies is confirmed by the study. On the basis of MBDOU "Bolsheessonovsky kindergarten" a speech therapy examination of children aged 3-4 years was carried out (second junior groups). According to the results of the survey, it turned out that 77% of young children have speech disorders of varying severity, 30% of the children surveyed have general underdevelopment of speech of the 1st and 2nd levels of development, 16% of children have a neurologist's conclusion: "Delayed psychoverbal development" (ZPRR) . Data from the survey of cognitive development show that 40% of children in the experimental group have a low level of development of cognitive processes. These children constituted a "risk group" for the occurrence of severe developmental disorders. Children with delayed speech development, entering kindergarten, adapt to new conditions with great difficulty and for a longer period of time, as evidenced by the survey data on the adaptive capabilities of young children. In 65% of children with disabilities, a high level of maladjustment was noted (according to the method of E.I. Morozova).

These disorders can often be diagnosed already at an early preschool age - at 2.5 - 3 years. The plasticity of the actively developing brain of a two-three-year-old child makes it possible to compensate for many shortcomings in the formation of speech activity. Such children should receive speech therapy assistance from 2.5 - 3 years of age in special nursery groups or nursery gardens for children with general underdevelopment of speech.

The introduction of federal state standards for preschool education has determined the requirements for the psychological and pedagogical conditions for the implementation of the main educational program preschool education, which involve the provision of early correctional assistance to children with disabilities (Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 "On approval of the federal state educational standard preschool education” P.3.2.2).

Regulation of the Ministry of Education of the Russian Federation dated January 16, 2002 No. 03-51-5in / 23-03 “On integrated education and training with developmental disabilities in preschool educational institutions” also recommends the regulation of correctional and educational work of preschool educational institutions with children with speech disorders and needing speech therapy help from an early age.

However, in a preschool educational institution of a general developmental type, they are usually enrolled in a speech center only after five years, since the program speech therapy work in the conditions of a logopoint, a preschool educational institution of a general developmental type does not provide for work with young children. Such a delay in speech therapy correction often leads to the appearance of secondary disorders in the development of cognitive, mental processes, as well as to the lack of formation of communication skills.

In this regard, we consider speech therapy support to be an integral part of the system of accompanying young children with disabilities, which ensures the creation of optimal conditions for their full personal and intellectual development.

The frequency of classes is 1 time per week. The form of conducting classes is group (4 - 6 children).

The program provides:

1. Early impact on speech activity in order to prevent secondary deviations.

2. Development of speech based on ontogeny

3. Relationship in the formation of phonetic-phonemic and lexical-grammatical components of the language.

4. Differentiated approach in speech therapy work with children.

5. The connection of speech with other aspects of mental development.

6. Introduction of innovative technologies in correctional activities.

The aim of the program is to build a system of speech therapy work with young children with disabilities (ONR), which provides for early prevention and correction of speech deficiencies.

Tasks:

1. Develop speech understanding.

2. Activate the skills of sound imitation.

3. Clarify the pronunciation of the sounds of early ontogenesis.

4. Improve the work of the articulatory apparatus.

5. Develop phonemic perception, correct speech breathing skills, change the pace and rhythm of speech, emotional and facial skills.

6. Develop general and fine motor skills, coordination of movements, motor imagination (use of rhythmoplasty, games with speech and musical accompaniment).

7. Enrich children's vocabulary (according to lexical topics classes).

8. Carry out work on the formation of independent colloquial speech.

9. Develop the psychological base of speech (attention, perception, memory, mental operations).

10. Develop communication skills, the ability to listen to the teacher, perform tasks according to verbal instructions.

Program provides for conducting correctional classes in accordance with the study of lexical topics and certain sounds.

Conceptuality: this program is written in accordance with the basic principles of corrective action and implements speech therapy and pedagogical methods and techniques at all stages of correction.

The program is based on specific principles: early detection of speech disorders, consistency, taking into account the structure of speech disorders, complexity, differentiated approach, phasing, taking into account individual characteristics.

When teaching, practical, visual, verbal methods and techniques: showing methods of action, help of a speech therapist, conjugated speech, active learning methods, games and exercises, repetition, conversation, etc.

Innovative technologies: health-saving technologies, non-traditional methods, ICT, technology of multi-level education.

Conditions for the implementation of the program: equipped speech therapy room, didactic and visual material, technical equipment (computer, projector), medical indications for children.

Structure Each speech therapy lesson includes the following steps:

1. Articulation gymnastics.

2. Finger gymnastics.

3. Development exercises phonemic hearing.

4. Exercises for the development of speech breathing.

6. Games and exercises for the formation of the lexical and grammatical structure of speech, coherent speech.

7. Games and exercises using innovative technologies.

As a result of speech therapy work, by the end of the school year, children should learn:

1. Understand the speech addressed to them, which will serve as an impetus for independent speech activity.

2. Correlate objects with their qualities, features and functional purpose.

3. Understand simple grammatical categories: singular and plural nouns, simple prepositions.

4. Independently reproduce the rhythmic-intonational structure of two-, three-syllable words with open syllables.

5. It is correct to use individual case endings of words used in prepositional constructions in independent speech.

6. Learn to recognize non-speech sounds by ear, recognize animals and people by voice.

7. Be able to ask questions and answer them.

8. Independently perform tasks according to verbal instructions.

Thus, timely speech therapy assistance and correction provide an exceptional opportunity to smooth out the existing shortcomings in both speech and mental development, and in some cases even eliminate them, thereby ensuring the full development of the child.

Bibliography

1. Nishcheva, N.V. Speech therapy with young children: tutorial for students of pedagogical universities / N.V. Nishcheva, E.F. Arkhipova. – M.: Astrel, 2007. – 224 p.

2. Organization of correctional and developmental work in the younger speech therapy group kindergarten. - St. Petersburg: Detstvo-press, 2004. -120 p. + col. incl. 96 p.

3. Fadeeva Yu.A. Psychological and pedagogical diagnostics of the development of children of early and preschool age: method. allowance / Yu.A. Fadeeva, E.A. Strebeleva, G.A. Mishina, Yu.A. Razenkova and others; ed. E.A. Strebeleva - 2nd ed., revised. and additional – M.: Enlightenment, 2004. – 164 p.

4. Filicheva T.B., Speech disorders in children: A guide for educators preschool institutions/ T.B. Filicheva, N.A. Cheveleva, G.V. Chirkin. – M.: Professional education, 1993. - 232 p.

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Description

CONCLUSION

The development of children's speech at an early age is one of the most important tasks of early childhood pedagogy. The development of speech is closely connected with the formation of all mental processes (perception, memory, thinking, etc.) and at the same time is the basis of the purposeful cognitive activity of the child. That is why this problem has always been in the focus of attention of researchers.
The delay in speech development is characterized by a slow pace of mental development, personal immaturity, mild impairments in cognitive activity, in terms of structure and quantitative indicators different from oligophrenia, with a tendency to compensation and reverse development. Also, there is a lack of formation of voluntary attention of children with DDD, a deficiency in the main properties of attention: volume, concentration ...

Content
Introduction…………………………………………………………………………. 3
Chapter 1. Theoretical basis implementation of corrective and speech therapy support for young children
1.1. Characteristics of ontogenesis of early development 7
1.2. Delayed speech development as a psychological and pedagogical problem 17
1.3. Technologies for the implementation of correctional and speech therapy support for young children 25
Chapter 2. Experimental study of the state of speech in young children
2.1. Goals, objectives and organization of the ascertaining experiment 32
2.2. Description of a set of methods for diagnosing the state of speech in young children 33
2.3. Analysis of the results of the ascertaining stage of the experiment 37
Chapter 3 Experimental work on corrective speech therapy support for young children
3.1. The content of the work on correctional and speech therapy support for young children 41
3.2. Analysis of the effectiveness of the work carried out 52
Conclusion
Bibliography
Application

Introduction

Introduction
It is well known that correct speech is the most important prerequisite for the full development of the child and his social adaptation, therefore, timely speech therapy diagnosis allows you to influence the social deprivation of the child, to fully use the possibilities of sensitive periods of the formation of speech as the highest mental function, to effectively correct the pace of the child’s psychoverbal development and prevent occurrence of secondary disorders. The earlier individual problems in the early speech development of a child are identified, the more time parents and teachers have to correct them (L. Badalyan, A. Mastyukova, A. Prikhodko, K. Semenova).

Fragment of the work for review

Separately, persistent hesitations are noted during the pronunciation of detailed phrases or individual words, repeated repetitions and stretched pronunciation of syllables and sounds, accompanied by muscle tension; a large number of numerous undifferentiated gestures are not communicative, but aggressive. So, the speech development of a child is one of the main factors of development in early childhood. The level of speech development determines the level of formation of the child's social and cognitive achievements - needs and interests, knowledge, skills and abilities, as well as other mental qualities, is the basis for personality formation. It is important to know whether speech is formed correctly in a child at an early age and what are the causes of defects her speeches. If the baby in its development steadily lags behind one age period, then it can already be attributed to the risk group and parents should definitely seek advice from a child psychologist and speech therapist. 1.3. Technologies for the implementation of correctional and speech therapy support for young children there is from the first weeks and months of life, since violations of the development of certain functions of the pre-verbal period lead to a secondary delay in the development of other functions and pedagogical neglect. 2) The gradual development of all impaired functions of the pre-verbal period. When working, it is not so much the age of the child that is taken into account, but the level of pre-speech development at which he is. At the same time, correctional and pedagogical work is based on a thorough study of impaired and preserved functions. A differentiated approach during classes provides for taking into account the child's capabilities and building a system of exercises that are in the "zone of proximal development". 3) The use of kinesthetic stimulation in the development of motor skills of the articulatory apparatus, sensory and speech functions. This is due to the fact that with cerebral palsy, the lack of sensations of movement, the position of body parts and muscle efforts, that is, kinesthesia, leads to motor, speech and intellectual disorders. One of the types of kinesthesia disorders is the insufficiency or absence of a trace image of movement, including the movement of the articulatory muscles. The developed system of correctional and pedagogical work was based on the principle of active participation of reverse afferentation in the formation of compensatory mechanisms, developed by P.K. Anokhin. When developing a system of exercises aimed at correcting and developing articulatory motor skills, the position of N.I. Zhinkin that the absence of feedback (kinesthesia) would stop any possibility of gaining experience to control the movements of speech organs, a person would not be able to learn speech, and strengthening feedback (kinesthesia) speeds up and facilitates speech learning. 4) Principles of Russian didactics. Correction and development of preverbal functions of children with cerebral palsy require the creative use of such didactic principles as individual approach, systematic and consistent in the presentation of the material, activity, visibility. These learning principles are interconnected and interdependent. In correctional and pedagogical work, all of the above didactic principles are widely used, but taking into account the specific characteristics of children suffering from cerebral palsy. 5) Organization of classes within the framework of the child’s leading activity. aimed at restoring impaired functions. The medical impact involves medication and physiotherapy, physiotherapy exercises, massage, etc. The organization of speech therapy work provides for the active participation of both medical personnel and the child's parents in it. massage, articulatory gymnastics; - development of visual and auditory perception; - development of emotional reactions; - development of hand movements and actions with objects; - formation preparatory stages development of speech understanding; - the development of preparatory stages for the formation of active speech. These areas are modified depending on the age of the child, his level of development and his capabilities. The main task of correctional and pedagogical work with children who are at the I pre-speech level of development is the stimulation of voice reactions. correctional and pedagogical work: - normalization of muscle tone and motility of the articulatory apparatus; - exhalation vocalization; - development of a "revitalization complex" with the inclusion of a voice component in it; - stimulation of voice reactions; - development of visual fixation and tracking; - development of auditory concentration; - normalization the position of the hand and fingers, necessary for the formation of hand-eye coordination. Classes with children are carried out individually, both before and after feeding. During classes, the child is in the “reflex-prohibiting position”. The duration of the lesson is 7-10 minutes. The mother should be present at the classes and learn the methods of correctional and pedagogical work in order to continue to work with her child during the day. work: - normalization of muscle tone and motor skills of the articulatory apparatus; - increase in the volume and force of expiration with subsequent vocalization, stimulation of cooing; - development of stability of fixation, smoothness of tracking; - formation of the ability to localize sounds in space and perceive differently intoned voice of an adult; - development of grasping function hands. Classes held during this period are individual in nature, the duration does not exceed 10-15 minutes. They are held in a specially equipped bright and warm office, isolated from extraneous noise. During the lesson, the child is in an adequate position for him "reflex-prohibiting position". For classes, the hours of wakefulness of the child before or after feeding are used. During the day, the mother should deal with the child according to the plan drawn up by the speech therapist. (This requirement should also be taken into account when conducting classes with children of III and IV levels of pre-speech development.) The main task of correctional and pedagogical work with children who are at the III pre-speech level of development is to stimulate intoned voice communication and babble. The main directions of correctional and pedagogical work: - normalization of muscle tone and motility of the articulatory apparatus; - development of the rhythm of breathing and movements of the child; - stimulation of babbling; - the formation of a positive emotional attitude to classes; - the development of visual differentiation; - stimulation of kinesthetic sensations and the development of finger touch on their basis; - the development of an acoustic setting for sounds and voice; - development of auditory differentiations; - formation of preparatory stages of speech understanding. Speech therapy classes are held individually, daily. The duration of the lessons does not exceed 20 minutes. Classes are held in a speech therapy room, equipped with special furniture and a set of necessary toys. Depending on their motor abilities during the lesson, the child is on a diaper, in a special chair or armchair, that is, in a position adequate to the capabilities of this child. The main task of correctional and pedagogical work with children who are at the IV level of pre-speech development is the development of communication with an adult through intonation sounds of babble and babble words. The main directions of correctional and pedagogical work: - normalization of muscle tone and motility of the articulation apparatus; - increase in strength and duration of exhalation; - stimulation of physiological echolalia and babble words; - development of manipulative function of the hands and differentiated movements of the fingers; - formation of understanding of speech instructions in a specific situation. Classes are held in a speech therapy room. Particular attention is paid to the correct position of the child during classes, in which pathological reflexes would be minimally manifested. For this purpose, special rocking chairs are used, chairs that allow you to keep the upper part of the child’s body in an upright position, and the head in the midline. important factors in the success of ongoing speech therapy classes is the creation of a positive emotional attitude of the child to the lesson and to the speech therapist. Of great importance for the development of a child's activity is the choice of a toy appropriate for his age. Classes are held individually, their duration is 25-30 minutes. Due to the fact that children of this level understand the speech addressed to them, special attention is paid to involving the child himself in the task. Thus, correctional and pedagogical work is carried out in accordance with the level of development of the child and involves a gradual complication of techniques aimed at the formation of all mental functions child. At the same time, special attention is paid to the intensity of development of the child's preserved functions. from the first weeks and months of children's lives. The main type of activity with a child is an emotionally colored game, in which at the initial stages he takes a passive position, and at subsequent stages - a more active one. All of the above activities aimed at stimulating the mental development of the child, and in particular speech, are carried out under the supervision of a neuropathologist. The system of correctional and pedagogical work provides for the active participation of both the child's parents and the entire staff of the children's institution. Parents study in the classroom, keep diaries, where the speech therapist writes down the task for the current day. At the end of the course of treatment, parents receive written recommendations on the further development and upbringing of the child at home. Summarizing the above, it should be emphasized the need to develop and test various options for correctional and speech therapy support in the new educational conditions of the preschool. one. Goals, objectives and organization of the ascertaining experiment To study the development of speech in young children, we conducted a ascertaining experiment. The experimental study was conducted on the basis of the Municipal Autonomous Preschool Educational Institution of the Child Development Center "Kindergarten No. 351" of the Kirovsky district of Kazan. 20 children participated in it early age. The experimental group included 15 young children with delayed speech development. And 15 children with the same disorder were included in the control group. The objectives of the pilot study were: - study, analysis, selection of methods for studying the speech development of young children; - studying the documentation for each child, a selection of children; - diagnosing the speech development of young children experimental and control groups, - analysis and comparison of the results of the study in both groups. The purpose of the study: to identify the main specifics correctional and speech therapy accompanying young children with delayed speech development. Research objectives: 1. Describe the ontogeny of early development. Consider the delay in speech development as a psychological and pedagogical problem3. Describe the technologies for the implementation of corrective speech therapy support for young children 4. Organize and conduct experimental work on corrective speech therapy support for young children. The study was conducted from September 15 to April 15. There were 4 stages: September 2016) the study involved the generalization and analysis of the available literature on this topic, after studying which, a methodology was developed for the implementation of correctional and speech therapy support for young children. At the second stage, in November 2016, testing was carried out to identify the features of the speech development of young children with STD. The experiment involved 8 children (the third year of life), the duration of the experiment was 2 weeks. The purpose of the third stage of the study (from November 15 to April 1) was to conduct a pedagogical experiment. A pedagogical experiment, the essence of which was the implementation of correctional and speech therapy support for young children with STDs. At the fourth stage (from April 15, 2017 to May 15, 2017), data processing was carried out, and the final qualification work was written. 2.2. Description of a set of methods for diagnosing the condition speech in young children Psychological and pedagogical examination of a young child includes tasks [ REF _Ref482039511 \r \h 24], which can be divided into several diagnostic blocks: 1. study of non-speech processes: constructive activity, drawing, auditory attention, visual perception, visual-spatial gnosis and praxis, general and fine motor skills - carried out by a child psychologist; 2. the study of the phonetic and phonemic side of speech, impressive speech, expressive speech, the state of phrasal speech is carried out by a speech therapist. It must also be taken into account that the adequacy of assessing the level of development of a young child, including speech, is largely determined by the state of the baby during the examination, his motivation activities, general background the mood of the child, the presence of friendly contact with the researcher (E. A. Strebeleva, 1998. - P. 99). When performing tasks, a speech therapist should pay special attention to: 1. the ability of the child to perform an action according to verbal instructions; 2. which hand the child takes objects with and how he “works” with his hands (uses both hands or only one); 3. dexterity or ineptness of actions with small objects; 4. emotional exclamations and words uttered during the performance of tasks. If, having completed the task or one of its stages, the child consciously utters any exclamation or uses a pointing gesture in the meaning of “Look how I did it!”, This must be noted in the examination protocol. If the child silently performs actions, the speech therapist should try to activate his speech by pronouncing any emotionally colored, simple words, stroking him on the head or helping him complete the task. child, but in such a way that the baby does not pay attention to him. Below we present some tasks that may be presented by a speech therapist to a child at the end of the second year of life, whose parents complained of delayed speech development. When performing these tasks, their sequence can be changed, but some general principles should be followed. The first tasks (“Obstacle Course”, “Collect Pyramids”), related to the block of non-speech tasks conducted by a psychologist, are not given by us for use by a speech therapist for diagnostic purposes ( determination of the level of motor and intellectual development), but are preliminary, indicative in nature for assessing the perceptual, motor, cognitive prerequisites for the formation of speech activity. Most speech tasks are variable in nature, they can be used both to examine the passive and active vocabulary, and most often children at the first examination will mainly show the desired object or its image, and not name it. The first speech tasks presented to the child are built exclusively using toys and a game situation (for example, “Recognize (find) a sounding toy”, “Who says so? "). Further game tasks(“Let's launch the boats”, “Hide the toy”) it is advisable to alternate with more complex speech tasks, which are carried out not only on subject matter, but also on picture material (“What is it?”, “What is it doing?” Etc.) .The last task (“Listen to the story”) is necessarily carried out with the child, even if the parents say that their baby is not interested in books and does not listen to stories from pictures, because. great importance in this survey, it has an individual emotional and speech style of presenting the task, as well as whether the adult reads the text or expressively retells it.1. "Obstacle Course" The task is aimed at determining the level of motor competence of the child (general motor skills) and his ability to perform various movements according to verbal instructions. (See Appendix 1.)2. “Collect the pyramids” The task is aimed at revealing in the child the ability to correlate his actions with the speech instruction, and not just perform tasks for showing, studying the processes of the formation of his visual gnosis and praxis, motor dexterity (fine motor skills). (See Appendix 2.)3. “Recognize (find) a sounding toy” The task is aimed at identifying the level of auditory attention to non-speech signals. (See Appendix 3.) 4. "Who says so?" The task is aimed at identifying the level of auditory attention and phonemic perception of speech signals, as well as general involuntary movements of the lips during speech reactions in a game situation. (See Appendix 4.) 5. “Let's launch the boats” The task is aimed at determining the volume of arbitrary lip movements, possession of communicative gestures. (See Annex 5)6. “Hide the toy” The task is aimed at identifying the volume of prepositional case constructions understood by the child (prepositions in, on, behind, under, between). (See Appendix 6)7. “What is it?” The task is aimed at identifying the current level vocabulary child (subject dictionary), features of his auditory-speech memory and voluntary attention. (See Annex 7)8. “What does it do?” The task is aimed at identifying the volume of understanding of words-actions. (See Appendix 8)9. "Whose is it?" The task is aimed at determining the child's ability to correlate household items and things with their owners. (See Appendix 9)10. "One and many" The task is aimed at identifying the level of formation of elementary quantitative ideas in a child. (See Appendix 10)11. “Listen to the story” The task is aimed at identifying the level of understanding by the child of a short story. (See Appendix 11) For ease of interpretation, we introduced a point system, where the child received a maximum of 3 points for completing each of the tasks: 3 points - the child copes on his own 2 points - with the help of a speech therapist or educator 1 point - the child did not cope with the task. Directly 9 speech therapy tests, that is, the level of speech development will look like this: 1-9 - low level 10-18 - average level 19-27 - high level. The presented methods made it possible to conduct a comprehensive study of the development of speech in young children. 2.3.

Bibliography

Introduction
Scientific research in the field of speech therapy contributed to the study of a number of problems facing the theory and practice of this area of ​​special pedagogy. Now the issues of improving differentiated pedagogical diagnostics, developing methods and means of correcting and preventing speech disorders in children with various forms pathologies of psychophysical development, starting from an early age.
It is well known that correct speech is the most important prerequisite for the full development of the child and his social adaptation, therefore, timely speech therapy diagnostics makes it possible to influence the social deprivation of the child, to fully use the possibilities of sensitive periods of the formation of speech as the highest mental function, to effectively correct the pace of the child's psychoverbal development and prevent the occurrence of secondary violations. The earlier individual problems in the early speech development of a child are identified, the more time parents and teachers have to correct them (L. Badalyan, A. Mastyukova, A. Prikhodko, K. Semenova).
The relevance of the problem of early speech therapy diagnosis and correction is due to a number of reasons.
First, an increase in the number of young children "at risk" for the occurrence of delayed speech development. These are children with functional immaturity of the speech areas of the brain, with somatic disorders, consequences of PEP, hearing, vision, intellect, motor-motor sphere (ICP).
Secondly, a variety of options for understanding speech dysontogenesis at an early age, which, in turn, creates significant difficulties in determining the age norms for the formation of impressive and expressive speech in children of the first years of life.
Thirdly, the existing diagnostic methods make it possible to identify and classify speech development disorders, starting mainly from the early preschool age.
Modern publications on the problem of providing early assistance, in which the authors describe both diagnostic methods and areas of correctional and developmental influence, include stages based on the studies of N. Aksarin, A. Arkhipova, A. Arushanova, M. Borisenko, A. Gromova, N. Zhukova, A. Mastyukova, V. Petrova, A. Smirnova. According to the results literature review it can be noted that a fairly large amount of material has been accumulated that reveals the patterns of development of speech and the child's psyche (L. Vygotsky, A. Gvozdev, A. Zaporozhets, etc.), the role of language in mental development (A. Isenina, V. Leontiev, A. Luria and others), features of the formation of speech and communication in children with special educational needs(A. Vinarskaya, Yu. Garkusha, R. Levina, M. Lisina, A. Mastyukova, F. Sokhin, T. Ushakova G. Chirkina and others), as well as the content, methods and techniques of teaching various categories of children (N. Boryakova, N. Matveeva, A. Prikhodko, O. Strebeleva and others). Features of the speech therapy examination of young children with a description of the schemes and speech cards are presented in various methodical literature(S. Batyaeva, Y. Garkusha, 0 Gribov, 0 Gromova, I. Rodionova, N. Serebryakova and others). At the same time, the issue of studying and correcting speech disorders in children with STD at an early age is unresolved.
That's why this topic in speech therapy is relevant today.

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