The role of educational games for children of speech therapy groups. The value of the game in educational and speech therapy work with children

The game is the main activity of a preschooler. Conducting specially selected games in group, subgroup and individual speech therapy classes creates the most favorable conditions for the development of children and allows solving pedagogical and correctional tasks in the conditions of game activity that are natural for the child. Specially organized games contribute to an increase in children's interest in activities, increased attention, and speech activity.

Visual-game means are, on the one hand, a visual aid, on the other hand, a didactic game with its own content, organization and methodology. With their help, a game situation is created, the knowledge of children is updated, the rules are explained, additional stimulation of game and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude towards learning is formed.

With the use of game moments, the assimilation of even complex material occurs without much nervous tension: the child will diligently try to master what contributes to the success of the game, imperceptibly solving this or that problem.

Playing speech therapy games is fun and interesting. Children compete with each other. Learn to "work" together. As a result of the interest in games that has arisen, the tasks set by the speech therapist are solved faster, the children's speech becomes grammatically correct. The use of games in the system of speech therapy work can reduce fatigue and increase the emotional interest of the child.

I offer visual-game tools that I made and use in my work with children.

Game "Syllabic Lotto"

Purpose: To exercise in correlating syllabic schemes and words.

Benefit: Several (4-6, according to the number of children playing) cards depicting syllabic patterns, subject pictures.

Game progress: 4-6 children play. They are given cards with syllabic patterns. The speech therapist shows subject pictures one by one and pronounces the words denoting the object in this picture. Children divide the word into syllables, take a picture and overlay it on the corresponding diagram on their card. The game continues until all the schemes on the cards of each child are closed.

I offer a variant of a card with syllabic patterns and corresponding subject pictures. Options may vary. It is important to name the words, since the child can name the object shown in the picture in different ways: mouse - mouse - mouse. Accordingly, the syllabic composition of the word changes.

Game "Decipher the word"

Purpose: To consolidate the ability to conduct a sound analysis of a word, to determine the first sound in a word. Exercise in composing a word from the first sounds denoting objects depicted in the pictures.

Game progress: The speech therapist distributes one card to the children (you can play individually with each child or with a subgroup of 4-6 children), offers to identify the first sound in each word and make a word. In case of difficulty in naming the objects shown in the pictures, the speech therapist calls them.

You can arrange a competition: who will compose a word faster. Children really like to be "transcribers". On the basis of this game, you can make another one - “Encrypt the word”, in which children can name the word, and they will make up the named word from subject pictures.

I offer several cards for example.

“Deciphered” words: bush (whale, smile, plane, cake), umbrella (hare, wasps, threads (the picture is unsuccessful, since the sound is soft, it is better to choose solid sounds, if the vowel behind it does not soften), cake), bridge (ice cream, donkey, candle, shoes), bowl (bear, needle, sun, cat, stork).

Game "Tricky words"

Purpose: To consolidate the ability to conduct sound analysis, to learn to differentiate sounds.

Benefit: Cards with glued pictures of words whose names differ in one sound.

Game progress: Give the children one card at a time and invite them to say the words and determine what sound they differ in (as an option: what sound in the first word needs to be replaced to get the second word).

Suggested pairs of words: rose - dew, skirt - Lyubochka, newspaper - cassette, Marina - raspberry, pike - cloud, gun - drying, tub - coil, arable land - tower, dot - daughter, whale - cat, stove - Petka, spoons - horns, duck - fishing rod, crown - cow, beetle - bow, grotto - mole, rat - roof, firewood - grass, house - smoke, house - volume, bear - mouse, brush - aunt, iodine - ice, spinning top - Yura

The game "Divide the words into groups"

Purpose: To consolidate the ability to conduct sound analysis, to learn to differentiate sounds by deafness-voicedness, hardness-softness.

Help: Cards with glued pictures.

Game progress: Give the children one card at a time and invite them to say the words and determine what the first sound is in the word. If the sound is hard, then we put it in a blue house, if soft - in green; if the sound is voiced, we attribute it to the bell, if it is deaf, to the crossed out bell.

The game "Let's fly!"

Purpose: To generate a strong air jet.

Benefit: story cards with pictures-objects on strings.

Game progress: The child is offered to put a card in front of him and blow hard without puffing out his cheeks.

I offer the following stories:

I would be glad if I could help in your work with children. Good luck!

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The use of didactic games in speech therapy work with preschoolers with general underdevelopment of speech

Introduction

Chapter 1. Theoretical aspects studying the problem of using didactic games in speech therapy work with children preschool age with general underdevelopment of speech

1.1 The concept of "didactic game"

1.2 Features of the development of speech and play activities in preschool children with general underdevelopment of speech

1.3 The use of didactic games in speech therapy

Chapter 2

2.1 Organization of the ascertaining experiment

2.2 Analysis of the results of the ascertaining experiment

Chapter 3

3.1 Purpose, tasks, content of the formative experiment

3.2 Analysis of the results of the formative experiment

Conclusion

Bibliography

Introduction

didactic game speech therapy speech

With normal speech development, by the age of five, children freely use expanded phrasal speech. They have a sufficient vocabulary, possess the skills of word formation and inflection. By this time, the correct sound pronunciation is finally formed.

In children with general underdevelopment of speech, the formation of each of the components of the speech system is delayed. Insufficient development of speech means gives rise to specific features of speech behavior: the inability to establish contact with the interlocutor, to maintain a conversation; makes it difficult to communicate with both adults and peers; contributes to the emergence of specific personality traits: isolation, shyness, negativism; and in general leads to a decrease in cognitive activity and motivation for learning in children with OHP. In its turn, low level communication and learning difficulties slow down the rate of development of speech and basic mental processes.

At the heart of speech therapy work with preschoolers with general underdevelopment of speech is an integrated approach that involves a combination of correctional speech therapy and medical and recreational work. The correctional process is built taking into account the leading type of activity of a child of this age - games.

The game plot, the presentation of educational or any other tasks in a playful way, make it possible to activate the cognitive activity of children, form positive motivation in them, and facilitate the child's acceptance learning activities and provide optimal conditions for its implementation.

A special place in speech therapy work with preschoolers with OHP is occupied by didactic games, since they are closely related to the educational and correctional developmental process.

Didactic games mainly belong to the type of "games with rules". The educational task in the didactic game is not directly set for the children, therefore, it is usually said about the involuntary assimilation of the material in the classroom. The dual nature of the didactic game

Educational focus and game form- increases the interest of the child, stimulates and increases the efficiency of mastering a specific educational material.

Another important criterion for gaming activity is a strong emotional experience during the game and getting pleasure from it. The use of gaming techniques in speech therapy classes provides the creation of comfortable conditions for the formation of a child's need for communication and knowledge of the world around him.

overcoming general underdevelopment speech in preschool children is one of the urgent and complex problems of speech therapy. This is due to the fact that the speech defect in OHP in each child has its own degree of severity, may be associated with underdevelopment of the cognitive, motivational, emotional and volitional spheres. Therefore, when carrying out speech therapy work, it is necessary to use game techniques, taking into account the individual characteristics of each child.

Relevance This work is determined by the insufficient study of the problem of using didactic games in speech therapy work to overcome the general underdevelopment of speech in children of older preschool age.

Object of study are the possibilities of using didactic games in speech therapy work with children of older preschool age with OHP Level III.

Subject of research is the process of using didactic games in speech therapy work on the example of work on the formation of word formation skills in children of senior preschool age with OHP level III.

Purpose of the study- revealing the effectiveness of the application of the developed complex of didactic games aimed at the formation of word-formation skills in speech therapy classes with children of senior preschool age with OHP level III.

To achieve the goal set in the work, it is necessary to solve the following tasks:

Analyze psychological and pedagogical (general and special), methodological, linguistic and psycholinguistic literature on the research problem;

Determine the level of formation of word formation skills in children of this group;

Select and develop a set of didactic games aimed at developing word-formation skills for conducting speech therapy classes with children of senior preschool age with OHP level III;

To determine the effectiveness of using the developed set of didactic games aimed at the formation of word-formation skills in speech therapy classes with children of senior preschool age with OHP level III.

During the work, a hypothesis was put forward: the use of didactic games in speech therapy classes will create comfortable conditions, increase the motivation of preschoolers with OHP and the effectiveness of correctional development work.

To confirm the proposed hypothesis, the following research methods:

Theoretical - analysis of psychological, linguistic, pedagogical literature on the research problem, analysis of the basic concepts of research;

Empirical - analysis of documentation, observation, conversation, pedagogical experiment (stating and forming);

Mathematical - quantitative and qualitative analysis of the experimental material.

Chapter 1. Theoretical aspects of studying the problem of using didactic games in speech therapy work with preschool children with general underdevelopment of speech

1.1 The concept of "didactic game"

Didactic game is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of learning, and independent play activity, and a means of comprehensive education of the child's personality.

The didactic game as a game teaching method can be used in two forms: games, lessons and didactic games. In the first case, the leading role belongs to the teacher, who, in order to increase the interest of children in the lesson, uses a variety of game techniques, creates special game situations, introduces elements of competition, etc.

A didactic game is a pedagogical tool for expanding, deepening and consolidating knowledge. However, in a didactic game, the educational task is not directly set for the children, therefore, it is usually said about the involuntary assimilation of educational material. The duality of the didactic game, which manifests itself in the presence of cognitive and entertaining elements, makes it possible to increase the efficiency of mastering specific educational material.

The structure of didactic games includes such elements as: game concept, didactic task, game action and rules.

Didactic game as an independent game activity is based on the awareness of this process. Independent play activity is carried out only if the children show interest in the game, its rules and actions, if they have learned its rules.

Independent play activity does not exclude control by an adult. However, the participation of the teacher should be indirect.

Didactic games are considered in preschool pedagogy as one of the methods of teaching role-playing games. Children learn to follow the rules of the game, unfold its plot, take on a certain role.

The didactic game also acts as a means of comprehensive education of the child's personality. In the process of didactic games, knowledge about objects and phenomena of the surrounding world is systematized and deepened, an idea of caring attitude about them, about norms of behavior, about relationships with peers and adults, about positive and negative personality traits.

At the heart of the child's knowledge of the world around are the processes of sensation and perception. In order to develop the sensory abilities of children, a system of didactic games and exercises was created aimed at improving the perception of the child characteristic features items .

great place in work on the development of speech, didactic games are given. Games are used to expand and activate the vocabulary, form the correct sound pronunciation, and develop coherent speech.

In the process of games, the development of thinking and speech is carried out inextricably linked. In the game "Guess what we're up to" you need to be able to ask questions that children answer with only two words "yes" or "no".

All didactic games can be divided into three main types: games with objects (toys, natural material), board-printed and word games.

Object games involve the use of toys or real objects. With the help of these games, preschoolers get acquainted with the properties and characteristics of objects: color, size, shape, quality. During the game, children learn to compare, generalize, establish a sequence of actions, which, in turn, contributes to the development of logical thinking.

Games with objects also include story-didactic games and dramatization games.

Board games represent the most numerous group among didactic games. The choice of the game is determined by the solution of a certain developmental problem.

Word games involve the active use of speech in the course of performing game actions. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, signs.

In pedagogy, four groups of word games are conventionally distinguished.

The first of them includes games that allow you to form the ability to highlight the essential features of objects, phenomena: “Guess?”, “Shop”, “Yes - no”, etc. The second group consists of games used to develop children's ability to compare, compare, make correct conclusions: “Looks like - does not look like”, “Who will notice fables more?”. Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: “Who needs what?”, “Name three objects”, “Name it in one word”, etc. The fourth group includes games for development attention, ingenuity, quickness of thinking, endurance, sense of humor: “Broken phone”, “Paints”,

"Flies - does not fly", etc. .

The game as the leading activity of children is formed gradually. In the preschool period, the game becomes for the child a form of active creative reflection of the surrounding reality. In play actions and speech, the child reproduces the life of adults, uses the available knowledge, clarifies and supplements them. The use of the game for correctional and pedagogical purposes only enhances the social aspect of this activity.

1.2 Features of the development of speech and play activities in preschool children with general underdevelopment of speech

OHP is commonly understood as various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side, with normal hearing and intelligence.

General underdevelopment of speech has a negative impact on the process of formation cognitive activity, emotional-volitional sphere of children, their personality.

In accordance with the purpose of this study, it is significant to consider the features of not so much speech development as its relationship with the development of mental functions. Knowledge of the patterns of formation of mental processes in preschool children with OHP will allow us to further determine the possibility of their inclusion in play activities.

The development of speech in a child is closely related to the formation of interaction between various analytical systems, speech and thinking.

Many researchers point to the presence of insufficiency in the development of various types of perception in children with speech disorders. In the structure of the speech defect in OHP, there are violations of auditory, visual, spatial perception. T.N. Volkovskaya says that an insufficient level of formation of perception prevents the establishment of play activity in children with ONR.

The development of attention in children with speech disorders also proceeds specifically, in comparison with normally developing children. In preschoolers with OHP, attention instability, lack of arbitrariness, and unformed functions of control over activities are noted.

G.S. Gumennoy, L.I. Belyakova, Yu.F. Garkushi, O.N. Usanova, L.M. Shipitsina indicate that children with OHP have predominantly lower levels of auditory memory development. Therefore, the content of many games, the rules for their organization long time remain inaccessible to preschoolers with OHP.

The inferiority of the speech of children with OHP has a negative impact on the development of thinking. T.B. Filichev and G.V. Chirkina, characterizing the features of the intellectual sphere of children with OHP, draw attention to the fact that they lag behind in the development of visual-figurative thinking even without special education with difficulty master mental operations.

A decrease in the stock of knowledge about the surrounding world, along with inadequate interaction with it, leads to a simplification of the structural components of the game, prevents the reflection of plots in a role-playing game, and the formation of collective games. This hinders the developmental value of leading activity.

To master the game activity, the ability to creatively display reality is of great importance. However, even L.S. Vygotsky said that a delay in the development of speech hinders the full development of the imagination. Children with OHP have difficulties in organizing the game, which are due to insufficient accuracy. subject images- representations, inferiority of connections between perception and speech, inability to create an imaginary situation. They are characterized by the transfer of stamps into the game and the monotony of plots, difficulties in supplementing, transforming, combining, changing storyline, introduction of new characters, improvisation.

Violations in the development of the motor sphere of preschoolers with OHP lead to rapid fatigue in the game. Also, during the game, children with severe speech disorders are more constrained, unlike their peers, they have impaired coordination of movements.

Thus, it can be argued that with a general underdevelopment of speech, there are various options for combining speech insufficiency and cognitive impairment. In the works of Volkova G.A., Vygodskaya I.G., Seliverstov V.I. et al., it is emphasized that the purposeful formation of speech and other higher mental functions in preschool children is carried out more successfully by means of game activity.

1.3 The use of didactic games in speech therapy work

For this work, the opinion of L.S. Vygotsky that play is a source of development and forms the basis of a child’s zone of proximal development only if he moves through it in his development.

In the system of modern education of children in preschool educational institutions, the game is given one of the first places. In "Adapted Exemplary Basic educational program for preschoolers with severe speech disorders”, in the content of educational areas

"Cognitive development", "Speech development", "Social and communicative development", "Artistic and aesthetic development", implemented in various types of activities, first of all, gaming activities, cognitive research, perception of fiction are highlighted as leading ones.

The formation of play activity in children with speech disorders has a number of features. According to G.V. Kosovoi, they often lose the opportunity joint activities with peers because of the inability to express their thoughts, fear of seeming ridiculous, although the rules and content of the game are available to them. Violation of general and speech motility (especially in children with dysarthria) causes rapid fatigue in children in the game. Unbalance, motor anxiety, fussiness in behavior, speech fatigue make it difficult to include in a collective game.

In children with alalia, actions with toys do not have a detailed playful character, they do not have a plan, they do not perform purposeful actions. Their play is monotonous, imitative. More often they shift the toy from hand to hand, turn it around, examine it, without performing a play action with it. They drive the car for a long time and aimlessly, take off the dress from the doll, and then throw it aimlessly, scatter the cubes or randomly pile one on top of the other.

Stuttering children have shyness, difficult inclusion in the game due to fear for their incorrect speech. They often act as spectators or take on subordinate roles in independent games. In cases of severe stuttering, children simply refuse to play. But there are also reverse cases, when stuttering children in games are distinguished by unreasonably increased imagination, uncriticality to their behavior.

Speech therapy studies show that specially organized play promotes the development of children with various speech disorders.

Didactic games are used in speech therapy work with children in order to improve the correct sound pronunciation; development phonemic perception; formation syllabic structure the words; enrichment and refinement of the dictionary; formation of the grammatical structure of speech; development of coherent speech; development of mental functions; development fine motor skills fingers.

G.A. Volkova recommends using games based on a number of principles in correctional and educational work with children. In accordance with the principle of activity, a complex of games is considered as a set of various activities related to each other. Therefore, playing a game always involves choosing a topic, distributing roles, determining the sequence of game actions and assessing the behavior of children.

The principles of systemicity, consistency and age accounting make it possible to distribute games in a certain system, highlighting the most important types of games for children of each age. For example, when working with stuttering children, it is necessary to start with games with ready-made content and the rules given in them, and then gradually move on to creative games. Such a sequence of using games allows us to take into account the clinical picture of stuttering, the characteristics of children's behavior and creates conditions for the development of self-organization and activity in behavior and speech in stuttering children.

In the studies of V.I. Seliverstova, T.B. Filicheva notes that the effectiveness of speech therapy classes is largely determined by the ability of a speech therapist to create an emotionally positive background in the lesson, stimulate children's interest in tasks, take into account the children's practical and speech experience when selecting exercises. The assimilation of knowledge, speech skills and abilities occurs more easily and firmly when the speech therapist includes various types of games and game situations in the learning process.

Yu.F. Garkusha writes that the use of the game and individual game actions in speech therapy classes is one of the effective means of correcting speech disorders. The author notes that at the senior preschool age, the game activity is well known to the child, it is a stimulus for the emergence of motives for performing various tasks, in game situations, children feel more confident, which in turn contributes to a more complete disclosure of the cognitive and creative abilities of the child, the development of speech and verbal communication.

In speech therapy classes, the child is required to correctly, accurately reproduce speech material, which is repeated from one lesson to another. Therefore, the introduction of a fairy-tale character into the lesson or the use of a game situation can make the lesson more interesting and help the child learn the material faster. It must be remembered that the proposed games should have a relatively complete structure and include the main structural elements of the game: the game task (concept), content, game actions, rules, the result (outcome) of the game.

IN AND. Seliverstov points out that games can be used to work on the development of all aspects of speech. In his guide " speech games with children" he proposes to use the same games for the formation of sound pronunciation, vocabulary, grammatical structure of speech, coherent speech. For example, the Magic Bag game can be used in many ways, such as automating sounds or enriching vocabulary.

IN AND. Seliverstov emphasizes that “play is not an end in itself, but a means of influencing a child, a link in common system his upbringing. Therefore, the game, carried out with a correctional goal, must always maintain a positive charge on all aspects of the child's psychophysical development” [p.22; 58].

Yu.F. Garkusha describes the features of the use of role-playing games in speech therapy classes with preschoolers with OHP. She says that in the role-playing game, the child gets the opportunity to expand his speech capabilities through the choice different options speech statements (depending on the role).

A speech therapist can use role-playing games, individual game situations in the process of work at different stages of frontal studies. A lesson built according to a certain plot causes revival, joy in children and helps to optimize the process of remedial education in a group of preschool children with speech disorders.

R.I. Lalaeva, N.V. Serebryakova proposed a set of games for use in the process of corrective work on the development of the grammatical structure of the speech of children with ONR.

One of the features speech activity characteristic of preschool children is the fusion of the goals and motives of verbal communication, as well as the use of a speech motive in any other activity, for example, in a game. The use of a variety of activities forms the child's need to master speech. The presence of a motive (and needs act as a motive for activity) is an important condition both for the perception of speech and for its active use in communication. As a result, speech quickly becomes an object of observation for the child.

The system of special education for children takes into account the peculiarities of verbal communication of preschoolers, uses the game and productive activities in order to form the need for mastering speech means.

Preschoolers with developmental disabilities need to be taught how to play. An important condition for learning to play is the organization of a subject-play environment (toys, furniture, game attributes).

Thus, for children with speech disorders, play activity retains its significance and role as necessary condition development of speech and comprehensive development of their personality, intellect. On the other hand, shortcomings in sound pronunciation, limited vocabulary, violations of the grammatical structure of speech, as well as changes in the tempo of speech, its fluency - all this affects the playing activity of children, gives rise to certain features of behavior in the game. Without specially organized training, a game aimed at developing speech, expanding life experience children with speech disorders do not appear on their own. Children receive their basic knowledge and impressions only in the process of purposeful play activity.

The task of the speech therapist is to organize the management of the game, ensuring the maximum actualization of the child's opportunities. The completeness of the development of the game, and, consequently, its correctional value is increased under the condition of planning the influence of the teacher.

From which we can conclude that planning the organization of didactic games in speech therapy work is one of the connecting links in the interaction of a speech therapist with children.

Chapter 2

2.1 Organization of the ascertaining experiment

The study was organized on the basis of MBDOU "Kindergarten No. 14", Kirzhach, Vladimir region. The study was conducted during the academic year 2015-2016. The experiment involved 24 children aged 5-7 years, including 12 children with OHP level III and 12 children with normal speech development.

To study the speech of children, the diagnostic techniques described in the works of E.M. Kosinova, L.V. Lopatina, N.V. Serebryakova, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina and others.

Violation of word formation is one of the leading manifestations of the general underdevelopment of speech in preschoolers and leads to a decrease in vocabulary, difficulties in working with the morphological side of speech and mastering coherent speech. Therefore, for the experimental study and testing of didactic games, it was precisely the aspect of correcting word-building skills in the process of speech therapy that was chosen.

To study the level of formation of word-formation skills, 5 tasks were selected, which were carried out individually. For the survey, the picture material corresponding to the tasks was selected.

1. Formation of relative adjectives.

Instruction: “Tell me what the marked in the figure are made of. green dots objects and what they are called. (For example, a woman was made of snow, which means she is snowy; the roof is made of tiles, which means she is tiled).

Speech material:

Brick pipe ...; plastic bucket ...; stone house…; rubber ball ...; sand path - ...; clay jug…; iron drain pipe ...; paper boat - ...; rubber boots ...; wooden table...).

2. Formation of possessive adjectives.

Instruction: “Tell me whose tails they are.” (This is a fox tail. And whose is this?).

Speech material: wolf tail, hare, bear, squirrel, horse, mouse, cat, dog, fish.

3. Formation of words with diminutive suffixes.

Instruction: “Consider the things of the dwarf and the giant. How do they differ from each other? (That's right, size). Tell me what the dwarf and the giant have, just don’t forget to call the dwarf’s things affectionately, because they are small!” (For example, the giant has a chair, and the gnome has a chair).

Speech material: table ..., bed ..., mug ..., blanket ..., boots ..., pencil ..., suit ..., belt ... .

4. Formation of the names of young animals.

Instruction: Look at the picture. Who is depicted on it? What are the names of baby birds and animals? (For example, a crow has crows; a cat has kittens).

Speech material: for a fox ..., for a hare ..., for a bear ..., for a hedgehog ..., for a cow ..., for a dog ..., for a goat ..., for a horse ..., for a wolf ..., for an elephant - ..., for a pig ....

5. Formation of prefixed verbs.

Instruction: "Look at the picture and tell what the boy did." Speech material: jumped up, jumped over, left, walked around, came up, poured, poured, poured.

Completion score:

0 points - does not start or does not complete the proposed task.

1 point - multiple errors are observed, does not form words by analogy, repetition of the instruction is required.

2 points - performs the task, makes mistakes, requires constant help, repetition of the task, there are attempts to correct the error after the assistance is provided.

3 points - performs the task, isolated errors are noted, attempts to correct errors on their own are noted.

4 points - the correct performance of the task.

After completing the tasks, a qualitative and quantitative assessment of the data obtained was carried out. The quantitative evaluation of the data obtained was carried out using a scoring system. The results of the examination were recorded in the protocol.

Based on the results of completing all tasks, the results were summed up, and the level of development of word formation skills in each child was determined:

0-4 points - very low level. 5-9 points low level.

10-14 points average level of development. 15-20 points high level of development.

2.2 Analysis of the results of the ascertaining experiment

The results of the ascertaining experiment indicate that children of senior preschool age with OHP level III have an insufficient level of word formation skills.

The results of the assignments are presented in table 1.

Table 1 Results of the examination of the grammatical formation of speech (word formation)

The first task, on the formation of relative adjectives from nouns, was completed by most preschoolers with OHP at a low and very low level. 2 children did not understand the essence of the task and instead of a new word, they repeated the word after the teacher (The pipe is made of brick, so what is it like? - From boiling). Children did not attempt to form a new word, did not accept help.

6 children included in the group with a low level completed the task partially, with a large number of errors. Preschoolers tried to form adjectives only from simple and well-known words and most often used the suffix "-n-" (snow, iron, clay, rubber). They either repeated the rest of the words in the original version, or pronounced the previous word, they could not complete the task by analogy (The house is built of brick, so it is brick. And if the pipe is made of brick, then what is it? From brick (snow).

In 4 preschoolers with OHP, the skills of forming relative adjectives are formed at an average level. The children of this group completed the task, but made some mistakes. They needed the help of a teacher, they could not always identify and correct mistakes on their own. Most typical mistake was the replacement of suffixes (plastic - plastic, tiled - tiled, brick - brick, rubber - rubber).

The second task, on the formation of possessive adjectives from nouns, turned out to be the most difficult for the subjects. 3 children did not complete the task. In 8 children, a low level of formation of the skill of forming possessive adjectives was observed. For children in this group, it was typical to name an animal in a picture or use a noun in the genitive case (Tell me, whose tail is this? - Fox, dogs). They also tried to form an adjective by analogy with the previous word (Fox, wolf. Dog, fish).

The average level of performance of this task was revealed in 1 child. The most common mistake he made was the use of the suffix "in-" to form adjectives (Lisin, Volkin, Horsekin, Koshkin).

When completing the task for the formation of nouns with a diminutive meaning, children with OHP also showed low results. However, only 1 child did not complete the task. 7 subjects completed the tasks, although they made a large number of errors. They, together with the teacher and after his prompting, pronounced words with the suffix - chik. The remaining suffixes were not learned.

In 4 children (middle level) the skills of forming words with the help of suffixes with a diminutive meaning are practically formed. They were mistaken in the process of forming nouns with suffixes -ts (blanket), -ik (tables, pencils).

2 children with OHP did not cope with the task of forming the names of the cubs of animals. 6 children in the process of word formation used only one suffix - yat / at (kittens, cows, pigs) or used the form plural(hedgehogs, bears, horses, dogs). They did not correct the mistakes on their own, did not hear them, they could not form words by analogy, repeated repetitions of instructions did not help either. The subjects who completed the task at the intermediate level (4 people) most often made mistakes in the word formation of such nouns as: bears, cows, horses, dogs, piglets (pigs). This indicates that they have not fully mastered the rules for the formation of the names of cubs that differ from the names of adult animals. Unlike low-level children, the subjects heard their mistakes and in some cases corrected them on their own.

The results of completing the task for the formation of verbs with the help of prefixes showed that subjects with OHP experience significant difficulties in naming words-actions and in forming new forms of words from them.

4 children refused to complete the task. They said that they did not know how to say, they could not name, or they were silent.

In 7 people, the skills of forming words with the help of prefixes are at the initial stage of development. They just finish the word after the teacher. For example, the teacher pronounces the prefix under, and the child pronounces the whole word “jumped”.

1 child completed the proposed tasks, but only by analogy with the teacher's version (The bird flew and flew into the forest, and the boy walked along the path and what did he do?). Understanding the meanings of word forms with and without a prefix is ​​not sufficiently formed for him.

Thus, the analysis of the results of the ascertaining experiment made it possible to divide the children into groups according to the level of formation of their word-formation skills. The data is presented in diagram 1.

Diagram 1. The level of formation of word formation skills in children of senior preschool age with OHP level III in comparison with children with normal speech development.

The data presented in Diagram 1 indicate that children of senior preschool age with OHP level III have word formation skills at a low level of development. Their peers with normal

the development of speech is dominated by a high level of formation of word-formation skills.

The most difficult tasks for preschoolers with OHP were tasks for the formation of possessive adjectives and verbs using prefixes. Although, in general, almost the same results were observed for all tasks.

Thus, it can be argued that the low level of mastering the ways of word formation by preschoolers with OHP prevents the formation of their lexico-grammatical structure of speech and coherent speech. In the future, this may become one of the reasons for school failure.

Chapter 3

3.1 Purpose, tasks, content of the formative experiment

The purpose of the formative experiment is to identify the effectiveness of the application of the developed set of didactic games aimed at the formation of word-formation skills in speech therapy classes with children of senior preschool age with OHP level III.

To achieve the goal, it is necessary to solve the following tasks:

Select and develop a set of didactic games for the formation of word formation skills in children of senior preschool age with OHP level III;

To determine the effectiveness of using the developed complex of didactic games in speech therapy classes with children of senior preschool age with OHP level III.

The formative experiment was carried out on the basis of MBDOU "Kindergarten No. 14", Kirzhach, Vladimir region. The experimental group included 12 children aged 5-7 years with OHP level III (EG). The control group (CG) included 12 children 5-7 years old with OHP level III, who did not participate in experimental learning.

Didactic games aimed at developing word-formation skills were included in speech therapy classes. In addition, game aids were also made for the teacher's activities with children. The games were selected taking into account thematic planning and the characteristics of the speech development of children in this group.

The data of the ascertaining experiment indicate that in children of senior preschool age with OHP level III, word formation skills are at a low level of development. The thematic plan presents the games that were held with the entire group of children in the frontal classes.

The complex of didactic games presented in the work includes games that were specially made for conducting classes. These were both new games and already familiar ones, offered in a new format. When developing a complex of didactic games, the developments of Artemova L.V., Mikkoeva N.V., Maksakova A.I., Mikhailenko N.Ya., Nishcheva N.V., Shvaiko G.S. were used. and etc.

Table 2. Thematic plan speech therapy classes

A complex of didactic games presented in the thematic plan

Big-small game

Target. To form word-formation skills, the ability to coordinate adjectives with nouns.

Equipment. Models of trees with Velcro, pictures with images of fruits of different sizes, a basket.

Description of the game. The speech therapist shows a big tree and says that big fruits grow on it (Big lemon. Big apple.). Then he shows a small tree and says that small fruits grow on it (Little orange. Little banana). Children take out pictures from the basket, attach them to the corresponding tree and say: “I have a big pear. Hang it on a big tree.

"Writers"

Purpose: the formation of the ability to compose descriptive story, improving the skill of using relative adjectives in speech.

Equipment: cards with images of fruits.

Description of the game. The teacher invites the children to listen to the story and warns them that the writer was in a hurry, so he did not have time to describe everything. Then he invites the children to turn into writers and compose a story together. To do this, you need to answer the questions of the teacher.

The speech therapist reads the text, asks questions and writes down the answers. In conclusion, read the resulting story.

Speech material:

Grandmother Dusya had (what?) a beautiful wicker vase on a (what?) large round table covered with (what?) knitted tablecloth. It looked like a basket, but the handle was too big. If it didn’t contain (what?) all sorts of fruits, it definitely wouldn’t be so beautiful. And what was there just not there: (what?) Purple plums, and (what?) Red fragrant apples, and (what?) golden pears, a small sprig of (what?) ripe grapes.

Text to the topic "Wild animals"

The bear has (what?) a huge, clumsy body, covered with (what?) brown hair. He has (what?) a big head, (what?) a short and thick neck, (what?) small eyes. When walking, he puts his paws inward with claws and outward with heels. Therefore, the bear was called (what?) Clubfoot. The bear loves to eat. He eats (what?) Mushrooms, berries, nuts, small animals. He especially likes to eat honey, and even got his name for this - the bear: he knows where the honey is. (When?) In autumn, he eats heavily, accumulates fat. (When?) With the onset of cold weather, the bear falls asleep in his lair.

The game "Find dishes for Fedora"

Purpose: to teach how to form high-quality adjectives.

Equipment: bag, toy dishes made of different materials.

Description of the game. The speech therapist offers to find dishes in the bag, name it and say what it is made of.

Game "Look under the lid"

Purpose: the formation of the ability to form relative adjectives, the consolidation of knowledge of the names of primary and tint colors, the development of attention and memory.

Equipment: pans (paper) with multi-colored lids, pictures with images of food.

Description of the game.

1. The child is offered to match the lid to the pan so that they are the same color.

2. The speech therapist asks to lift the lid, see what is being cooked in the pot and tell what soup the cook is preparing for lunch. You can also ask to remember what color is in the pot, what soup is being prepared (fish soup is cooked in a blue pot).

Game "Magic Wand"

Purpose: to teach how to form nouns with diminutive and diminutive suffixes.

Equipment: 1 option double-sided cards, with images of vegetables and fruits; Option 2 double-sided cards, with images of toys.

1. The speech therapist lays out double-sided cards with images of large vegetables and fruits. Children take turns touching any picture with a “magic wand” to name a fruit and turn it into a small one. If the task is completed correctly, the child turns over the card, checks his answer and takes the picture for himself. For example: This is a lemon. I turn it into a lemon...

2. The speech therapist lays out double-sided cards with images of small toys. Children take turns touching any picture with a “magic wand”, name a toy and turn it into a huge one. If the task is completed correctly, the child turns over the card, checks his answer and takes the picture for himself. For example: This is a house. I'm turning it into a home. This is a ball. I turn it into a ball.

Game "Helpers"

Target. Activation of the vocabulary on the topic, teach how to make a simple common sentence, use relative adjectives in speech.

Equipment. Toy dishes or pictures. You can use an electronic picture designer.

Description of the game. The speech therapist asks the children to help him clean up the play area and clean the dishes. Instructions:

On the top shelf we will put dishes that are made of glass. Anya, what are you going to do? (glass cup, glass mug, glass jar, glass bottle, etc.).

On the middle shelf we will put dishes that are made of metal. Sasha, what are you going to put? (metal pot, frying pan, kettle, etc.).

On the bottom shelf we will put dishes that are made of plastic. Sasha, what are you going to put? (plastic plates, cups).

After completing the task, the children tell what dishes they cleaned and where.

The game "In the Gnome's House"

Target. Formation of word formation skills, the ability to compose a simple common sentence.

Equipment. Cards with images of dishes, a gnome's hat. The speech therapist puts cards with images of dishes in front of the children.

Children in a chain make sentences according to the model: “The Gnome has cups, plates, spoons in the house ...”. Then one child “turns” into a Gnome, and other children ask him questions: “Do you have blue cups in the house? ……. yellow pans? ….". The gnome answers without looking at the pictures.

The game "Fly away - do not fly away"

Target. Activation of the vocabulary on the topic, development of understanding the meaning of prefixed verbs.

Equipment. Not provided.

Description of the game. The speech therapist pronounces the names of migratory and wintering birds. When children hear the name of a migratory bird, they wave their arms like wings. When children hear the name of a wintering bird, they hug themselves with their arms (warm).

Game "Little Photographer"

Purpose: to generalize ideas about the body parts of birds, learning how to form possessive adjectives.

Equipment. Picture of a boy with a camera. Pictures with images of individual parts of the body of a bird (head, beak, wings ...).

Description of the game. The teacher tells a story about a boy he knows who is learning to take photographs. The boy invites everyone to an exhibition of his photographs. Children are shown pictures that show only certain parts of the bird's body (cuckoo's paws, rook's beak, swallow's tail, etc.) and are asked to guess whose paws, whose wing is photographed (cuckoo wings, crow's tail, swallow's tail).

Game "Confusion"

Purpose: the formation of the skill of building a simple common sentence, the development of attention, memory; development of understanding of the meaning of prefixed verbs.

Equipment. Plot pictures on the topic "migratory birds"

Description of the game. Dunno wrote us a letter and told us about how the birds live in them. flower city. Listen to what he wrote to us. If you hear a mistake, then clap your hands and say it right.

Features of the development of the lexical side of speech in ontogenesis in children with a general underdevelopment of speech of the third level. Development of a system of speech therapy work on the development of the lexical side of speech in children with ONR, the role of didactic play in the development of speech in children.

term paper, added 02/06/2015

The speech of the child as a means of transmitting information; development of correct pronunciation. Features of the violation of the lexical and grammatical aspect in children with general speech underdevelopment (ONR). The use of didactic games in speech therapy correction language of children with ONR.

term paper, added 03/10/2012

Development of a methodology for studying the vocabulary of preschool children with general underdevelopment of speech. Studying the features of vocabulary formation in children with normal speech development. The use of games in speech therapy work with children 4-5 years old with general underdevelopment of speech.

thesis, added 10/31/2017

Psychological features of communication of preschool children. Formation of dialogic speech in the course of ontogenesis. Directions of corrective speech therapy work on the development of communicative speech activity in children with general underdevelopment of speech.

thesis, added 11/17/2014

The study of the formation of inflection of nouns and verbs and mastery of the suffixal method of word formation in children with general underdevelopment of speech. The use of didactic games in corrective work for the development of the grammatical structure of speech.

thesis, added 10/14/2017

Levels of speech development. Basic concepts and principles of logopedic rhythm. The use of logarithmics in corrective work to overcome the general underdevelopment of speech in children. Factors influencing the development of speech activity of preschool children.

thesis, added 12/17/2014

Didactic game and its role in pedagogical systems. The influence of play on the development of will and performance in preschoolers. Pedagogical characteristics children with general underdevelopment of speech, the content of the work on the formation of their lexical structure of speech.

thesis, added 09/10/2010

Game as a leading activity of preschool age. Speech features of preschool children with general underdevelopment of speech. Analysis of the effectiveness of the use of gaming techniques in individual speech therapy classes with preschoolers with general underdevelopment of speech.

thesis, added 10/27/2017

Characteristics of the mental development of children with general underdevelopment of speech. Game as a means of speech development. Experimental study of the problem of speech development in children of senior preschool age with general underdevelopment of speech through the game-dramatization.

RustleElena Gennadievna
teacher speech therapist
Center for Psychological, Medical and Social Support "Open World"
Original article in MS Word format (64.5 KB) download

Working with children for more than a year, I increasingly notice that “everything new is a well-forgotten old”. When I worked in preschool institutions of the "Soviet" period, I always did not like that classes in kindergarten are held at desks or tables in a static position with raising a hand to answer, like at school. But we all know very well that the main activity of the child is play. Why do we forget about this when we start working with children? Yes, because it's easier. In order to organize a game and captivate children with it, you yourself need to become a child, but we are already “adult and smart”, and let them reach out to our level, and not we sink to them. This is where the misunderstanding begins.

The Kindergarten Education Program has been in existence for decades. When choosing games, the educator is required to take into account the tasks of the mental, physical, moral and aesthetic education of children. Depending on the age of the children, the type and purpose of the regime moment, the educator should be able to choose the appropriate didactic, mobile, plot-role-playing, building game or dramatization game.

And there is no need to “reinvent the wheel”, you just need to become a child yourself and infect your pupils with the game. And if you are a speech therapist, your games should be especially thought out. After all, speech pathologist children in most cases are intellectually healthy, therefore, their needs for play are the same as those of their peers. . On the other hand, they often differ from their peers. This difference can be expressed in motor disorders, in the presence of paresis, paralysis, general stiffness, impaired coordination and weakness of movements, and motor disinhibition.

The presence of a speech defect leads to changes in the mental sphere: the appearance of increased irritability, excitability, isolation, depressive states , negativism, lethargy, apathy, mental exhaustion, etc.

In our observations, we are becoming more and more convinced that the degree of painful fixation on our defect gives rise to a feeling of infringement in a child of varying strength, and this, in turn, determines his attitude towards himself, towards the team, and towards the assessments of the team. Ultimately, this whole set of relationships determines his actions and behavior. Features of the behavior of such children are also noted in their games.

According to the observations of speech therapists, they often lose the opportunity to work together with their peers due to the inability to express their thoughts, fear of seeming ridiculous, although the rules and content of the game are available to them. Violation of general and speech motor skills causes rapid fatigue in children in the game. Unbalance, restlessness , fussiness in behavior, speech fatigue make it difficult to include in a collective game. For example, in stuttering children, we observe shyness, difficulty getting into the game because of fear for their incorrect speech. But there are also reverse cases, when stuttering children in games are distinguished by unreasonably increased fantasy and uncriticality to their behavior.

All games used by a speech therapist in their work can be divided into 4 groups.

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I. preparatory games, designed to prepare the child's speech and hearing organs for the perception of the correct sound and for the correct articulation required for its reproduction, i.e. games for the development of breathing and voice.

In the first place are games for the development of hearing. Hearing can be biological or verbal. The selection of games goes in strict sequence: first for development auditory attention, i.e. the ability to distinguish non-speech sounds by their sound-frequency properties. Then, for the development of speech hearing, i.e. the child's ability to distinguish people's voices, to understand the meaning of the speaker's phrase. And only after that follows the transition to the development of phonemic hearing, i.e. the ability to hear the constituent parts of a word.

To evoke the correct articulation pattern of the required sound, a coordinated, clear work of all the moving parts of the articulation mechanism is required: tongue, lips, lower jaw, soft palate.

Dramatization is very useful at this stage of the game. When children are invited to play the roles of various characters in a fairy tale ("Three Bears", "Masha and the Bear", "Teremok"). The child must portray the hero, changing the voice coloring of the speech, so that the rest of the participants in the game understand him. A good result is given by the game "Guess the voice ...". be the voices of animals, as well as the voices of children taking part in the game. You can guess which of the objects emits given sound(glass, iron, wood, etc.). Using various musical instruments, you can organize outdoor games when the tempo of movement changes when the tempo of the sound of the instrument changes.

II. Games for the formation of the correct sound pronunciation is often carried out with children when the mechanical production of sound is difficult for some reason (the child has a gag reflex when penetrating into oral cavity, or simply aversion to penetration). This type The game is built on the imitation method. Here the child is offered a "journey" into the world, where there are many different sounds. This journey ends only when the child repeats all these sounds. An example of such a game is shown below.

“Mosquitoes fly in the sky, they squeak: “Z-z-z-z” (dad Mosquito), “Z-z-z-z” (Mosquito son). A car drove past, its tires rustling: "Shhhhh." The snake hisses under the bush. And the cockchafer buzzes: "W-w-w" and gives the children balloons. The balls deflated and whistled: “S-s-s-s” (big), “S-s-s-s-s” (small). The balloons must be inflated with a pump that also makes this sound.

Such "journeys" give a huge scope for the imagination of a speech therapist. Yes, the production of sounds with this type of work is delayed for a longer period than with mechanical production, but the result is more important to us. Some children do not accept the mechanical setting so much that they have a long-term fear of a speech therapist and difficulties in working on the development of speech.

III. Games to differentiate and automate delivered sounds. Currently, many specialists working in special kindergartens, schools and hospitals combine general education classes with correctional ones. When studying a topic, they select the text, taking into account the simultaneous fixation of the correct sound in the child’s speech, and on walks they turn on round dance games. In round dances, children, repeating the words of the game together, must simultaneously with the correct pronunciation observe the rhythm and pace of movement, simultaneously using the organs of articulation and large motor skills. Examples of such games are role-playing game"Bus", which simulates the ride in the bus.

In the middle of the room, several chairs are lined up in length. Between them is a passage for the conductor. Children sit facing forward along the bus. Driver ahead. The conductor sells tickets by asking who is going to which stop. The whole game is accordingly designed and prepared in advance. Depending on the speech therapy goals, to automate different sounds in words and phrases, the names of stops are selected: “Mushroom”, “Market”, “Boat Station”, “Meadow”, “Zoo”, “Center”, etc.

Passengers go each to their stop. On the road, the conductor is interested in the purpose for which each of them is traveling. (The driver quietly imitates the sound of the engine - prr). On the way back, passengers take their seats again. They are returning. There is an exchange of experiences. Apart from speech therapy tasks along the way, the tasks of intellectual and moral education are solved, as well as the development of ideas about the simplest natural phenomena and about the norms and rules of behavior in public places.

In conclusion, we note that the game is not an end in itself, but a means of influencing the child, a link in the general system of his upbringing. Therefore, the game, carried out with a correctional goal, must always maintain a positive charge on all aspects of the child's psychophysical development.

Huge positive results can be achieved with a close relationship between a speech therapist and a music director. With the correct selection of speech material superimposed on music with the addition of movement in a child, against the background of an emotional upsurge, all the mechanisms that develop his higher mental functions are turned on.

Since in practice, as a rule, we are dealing with various combinations of speech disorders in children, in each case, the choice of the necessary games for working with a child should be strictly individual.

IV. Games as an assistant to the socialization of the child in society.

Often, the child's success depends on how competently the teacher builds the speech pathologist's communication with peers. Dima D. is 4.5 years old. He was recently operated on (cleft lip and palate "cleft palate"). The work of a speech therapist has just begun (the first syllables began to appear), and he goes to an ordinary kindergarten. But the group he attends is one big “monolith”, where all are for one and one is for all. The teacher was able to organize a "peculiar" game. At first, the children went to her for an explanation of what Dima wants, and then it became interesting for them to guess what he was saying. The teacher in every possible way encouraged a positive result, so that by the end of the year the child gained authority among the children, and his speech became phrasal. And how deplorably events could develop if the teacher missed the moment of "accepting the child into the team." After all, the children could organize a completely different game, where Dima would become a laughing stock. It is these cases that help to understand the importance of our profession, and the great responsibility that parents place on us, entrusting their children to us.

Gera S. (severe form of dysarthria). After each successful lesson, the speech therapist gives the boy a sticker as a prize for good work. The child is hard given classes, he gets tired. One day, the boy's father looks into the teacher's office and embarrassedly asks to tell in which store she buys stickers. The speech therapist sees Hera behind the back of the parent and "joins the game." “Do you know,” she says, “that these are not simple stickers? Are they given out only to speech therapists to encourage children? And I have already been asked how Gera is doing and whether more stickers are needed. ” Dad makes "wide eyes" and does not understand what is happening. The winks of the teacher do not make any impression on him, he is puzzled. At home, the “game” is not supported, and the child soon loses interest in activities. And what would it cost parents to support a teacher? After all, no matter how good we are, for a child, the parent remains the most important authority. And here it is very important to organize a close relationship "teacher-child-parent", if one of the links in the chain falls out, the work will not give the desired result.

And I'll give you another example. Masha K. (5 years old) does not have thirteen sounds by the beginning of classes. Mom notes every lesson. Interested in the action of the game. Tells what games they come up with at home with dad. By the end of the school year, the child got up and automated ten sounds and three remained at the stage of automation in speech. But in this case, the work will be completed successfully, since the parent and child are interested in a positive result, and the speech therapist is only required to show them "which way to go."

Education for her child is just a game, the rules of which are observed only in the classroom. And if its rules are not transferred to everyday life, there will be no result. So it turns out that without learning how to play, you can’t teach the “little man” what you can do yourself. You can probably leave everything to chance. “No one played with us, and nothing, they grew up!” But we forget that we were allowed to “disappear” on the street in the company of neighboring children for several hours, where the first grader Sveta played school with us and taught us to “read”. Where grown-up guys laughed if we said something wrong, like a child. And at home, almost everyone had grandparents who, due to their age, spoke to themselves, giving us an example of the correct pronunciation. Today's children are deprived of this. Grandparents are forced to work to help children, and they live separately. Parents are constantly at work, and in the evenings, taking the child from kindergarten, they entertain him with watching cartoons on TV, and “at best” reading a fairy tale before bed. It is dangerous to leave one in the yard, and so many things have accumulated at home. So our children communicate with the "TV". And if you remember what percentage of children are now born with a developmental pathology, then it becomes completely sad.

I do not urge everyone to quit their jobs, move in with their parents and leave their children alone in the yard - the time is not right. But let's love and respect "little people" by communicating with them in their language through the game, gradually introducing them into adulthood!

Bibliography

1. Vygotsky L.S. Thinking and speech. - M.: Labyrinth, 1996

2. Garkusha Yu.F. System remedial classes teacher in a kindergarten for children with speech disorders. - M., 1992

3. Nishcheva N.V. The system of correctional work in a speech therapy group for children with general underdevelopment of speech. - St. Petersburg, 2001

4. Shvaiko G.S. Games and game exercises for speech development. - , 1983

Remember how the eyes of the kids light up, what an impatient expectation of something pleasant, joyful glows in them when you say: “And now you and I, guys, will play one game. interesting game!" one does not even need to be a subtle psychologist here to understand what an enormous and special place play occupies in a child's life.

Games are of great importance in the mental, moral, physical and aesthetic education of children. Significant material has been accumulated in the literature on preschool pedagogy and psychology, indicating that play is the main activity of a preschool child, one of the characteristic patterns of child development. The game as a form of child activity contributes to the harmonious development of his mental processes, personality traits, and intelligence.

Concerning the question of the influence of the game on the formation of all mental processes in a child, psychologist D.B. Elkonin quite definitely concludes: "Special experimental studies show that the game affects the formation of all mental processes, from the most elementary to the most complex."

The result of special studies and practical observations was that games in the system of modern upbringing of children are given one of the first places. In this regard, teachers are recommended to carefully select games according to their content, be able to properly manage them (even in cases of independent play of the child), take into account the relationship of children in them, and use games as an effective form of organizing children's lives.

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The role of play in speech therapy work with children.

Remember how the eyes of the kids light up, what an impatient expectation of something pleasant, joyful shines in them when you say: “And now, guys, we will play one interesting game!” one does not even need to be a subtle psychologist here to understand what an enormous and special place play occupies in a child's life.

Games are of great importance in the mental, moral, physical and aesthetic education of children. Significant material has been accumulated in the literature on preschool pedagogy and psychology, indicating that play is the main activity of a preschool child, one of the characteristic patterns of child development. The game as a form of child activity contributes to the harmonious development of his mental processes, personality traits, and intelligence.

Concerning the question of the influence of the game on the formation of all mental processes in a child, psychologist D.B. Elkonin quite definitely concludes: "Special experimental studies show that the game affects the formation of all mental processes, from the most elementary to the most complex."

The result of special studies and practical observations was that games in the system of modern upbringing of children are given one of the first places. In this regard, teachers are recommended to carefully select games according to their content, be able to properly manage them (even in cases of independent play of the child), take into account the relationship of children in them, and use games as an effective form of organizing children's lives.

How are games used in speech therapy?

The need for serious correctional plans of the educator in his work with preschoolers through the game is obvious. The work of an educator in a correctional group requires the use of game techniques to a greater extent than in ordinary educational activities.

After all, the children of speech pathologists are in most cases intellectually healthy, therefore, their needs for play are the same as those of their peers. But they often differ from their peers. This presence can be expressed from the side of physical development in motor disorders, in the presence of paresis, paralysis, general stiffness, discoordination and weakness of movements, motor disinhibition. On the part of mental development in severe cases, we sometimes observe a rather significant lag as a secondary and temporary phenomenon.

Thus, it is possible to formulate two main tasks facing the educator in his work with preschoolers.

1. It is necessary to widely use games in correctional work, while remembering their significance in general as a means of physical, mental, moral and aesthetic education of children.

2. When playing a game, it is necessary to take into account possible features behavior of children with various speech disorders.

The sequence of corrective work is the main principle that must be followed when selecting games for speech therapy work with children.

1. Preparatory games.

It is supposed to prepare the organs of speech and hearing of the child for the perception of the correct sound and for the correct articulation pattern necessary for its reproduction. In the first place are games for the development of hearing. The selection of games goes in strict sequence:

First, for the development of auditory attention, i.e. the ability to distinguish non-speech sounds according to their sound-frequency properties: “Where did they call?”, “Tell me what you hear”, “Quietly loud!”, “Who will hear what?”, “Blind man's buff with a bell”;

Then, for the development of speech hearing, i.e. the child’s ability to distinguish between people’s voices, to understand the meaning of the speaker’s phrase: “Guess whose voice?”, “Catch the whisper”, “Who is attentive?”, “Frog”.

After that, they proceed to the development of phonemic hearing, i.e. the ability to hear the constituent parts of the word: “Where is the sound”, “Who is more?”, “Who will come up with more words?”, “Telegraph”, “Tapping syllables”, “Changewords”.

Preparatory games include games for the development of breathing and voice: “Know the flower”, “Whose steamer buzzes better”, “Calm down the doll”, “Echo”, “Blizzard”, as they are necessary in corrective work with dysarthria and rhinolalia and can be useful in cases of impaired tempo and fluency of speech and various voice disorders.

2. Games for the formation of the correct sound pronunciation can be used as an attempt to call the correct sound after the well-learned by the child preparatory games and exercise. To automate and differentiate hissing sounds, such games as: “Silence”, “Forest is noisy”, “Little legs ran along the path”, “Beetles”, “Ringlet” are used. To automate and differentiate whistling sounds, games such as "Pump", "Owl", "Horned Goat", "Make No Mistake" are used. To differentiate hissing and whistling sounds, games such as “Whistling-hissing”, “Bees and mosquitoes”, “Ball” are used. For differentiation sounds r, r, l, l such games as: "Horse", "Airplanes", "Do you know these words" are used.

Work on the development of the lexical side of speech is an important section of speech therapy work. The child must recognize and understand the words that he hears, be able to select words for statements and use them correctly. To form the concept of “word”, games are held: “How many words”, “Who is this? What is this?”, “Look at the pictures”, “Who is doing what”.

Highlighting and naming the properties, signs of the object, naming the actions that the object can perform, the teacher simultaneously stimulates, activates the use of words of various lexical and grammatical categories: adjectives: “What is the same color”, “Vegetables”, “Guess what it is”; verbs: “Catch - tell”, “What are we doing”, “Who will think up more interesting”; numerals: "One - many", "Count further", "Hide and seek".

The work on the formation of a dictionary opens up the child the opportunity for the development of phrasal speech, since the ability to distinguish properties, features in an object and determine the actions that an object can perform form the basis for constructing statements about this subject. With the help of stimulating questions (“What kind of object is this?”, “What can it do?”, “How does it do it?”), You can build a fairly detailed statement. In the future, practicing in such constructions, children build statements and begin to use them independently.

Speech therapy work on the development of speech requires attention to the formation of the grammatical structure of speech. In this work, it is important to pay attention both to the connections of words and to the participation in the expression of these connections of service, including prepositions. The work uses such games as: "A small word", "What grows where", What word is missing, "Hide and seek".

Work on the proposal begins with an acquaintance with the concept of "proposal". The proposal has a linear extent. In games and exercises, this is emphasized and becomes clear when laying out a diagram from strips of paper. Concepts are fixed: beginning, end, first word, the last word. In games, the emphasis is on making sentences and determining the number of words: “How words are friends”, “Which word is in order”, “Suggestions by pictures”.

The work on the proposal should include two directions:

Work on its deployment, distribution, filling and intonational design in accordance with the purpose of the statement. This work involves the use of such games as: "Shop", "Who loves what", "Birthday", "Whose tail". In the course of these games, generalizing concepts are repeated and consolidated and the active dictionary children.

Work on synonymous replacements, restructuring of sentences expressing the same content. This work involves the use of such games as: "Make an offer", "Finish the offer", "Shop", "Who has whom".

It is especially important to pay attention to work with dialogues, retelling, compiling stories. When setting a model, children should be encouraged to look for different ways to convey a message on the same topic, to practice games like: “Continue the story”, “Make a story from the beginning”, “Make a story from the beginning and end.

When organizing speech games and exercises, you can be guided by the following recommendations:

Games should not be long in time (5-10-15 minutes);

They should be carried out at a leisurely pace so that the child has the opportunity to understand the task, consciously correct a possible mistake, and the teacher to help him with this;

The game should be lively, interesting, tempting for the child. Therefore, it should contain an element of competition, awards for successful performance, colorful and funny design;

The game can be part of a general education or speech therapy lesson or be carried out at one of the regime moments (on a walk, in moments of rest);

In the game, it is necessary to achieve the active speech participation of all children, while using physical activity;

In the game, children should develop the skills to control someone else's and their own speech and the desire to correctly and quickly perform a speech task, to encourage children's initiative;

During the game, the teacher is directly involved (the degree of his participation is determined by the speech capabilities of the children, the tasks and conditions of the game): during the game, he makes the necessary adjustments and amendments to the speech of the children, and in conclusion encourages all children, notes the most successful ones and promises a new one next time. variant of the game or a completely new game.

In each case, the choice of necessary games for working with a child should be strictly individual. At the same time, speech therapists, educators, guided by a speech therapy goal, should always keep in mind the educational and educational goals that each game carries: the development of observation, ideas, knowledge, skills, the correct attitude of the child to the team and to his place in it.

Municipal preschool educational institution

"Kindergarten No. 16 combined type"

Types of games and their meaning

in the upbringing of children with speech pathology.

Speech at a methodical association

educators of correctional groups

Prepared by: Masina M.V.

Ruzaevka 2010

Literature

1. Leonova M.A., Krapivina L.M. Obedient breeze: Didactic material on speech therapy. - M., 1999.

1. Musova I. Speech therapy speeches. - M .: Tandem, 1999.

1. Seliverstov V.I. Speech games with children. - M .: Vlados, 1994.

1. Strakovskaya V.L. 300 outdoor games for recovery

children.- M., 1994.

1. Filicheva T.B., Chirkina G.V. Elimination of general underdevelopment of speech in preschool children. - M., 2004.

Svetlana Tyurina
Games in speech therapy work with children of senior preschool age

Play is one of the most important work with preschool children. The game method of teaching contributes to the creation of an interested, relaxed atmosphere, the establishment of a psychologically adequate age of the communication situation. In game activity, the individuality of the child is revealed, feelings of collectivism and mutual understanding are formed, Creative skills children.

nice, smart and entertaining game activates the attention of children, relieves psychological and physical stress, provides the perception of new material.

The game is ours indispensable assistant in teaching preschooler. So, learn by playing. But how exactly? How to choose the most appropriate game for a given lesson, for a certain stage of it? Of course, there can be no exact recipe for where, when and for how many minutes to include game material. One thing is important here games helped achieve the goal. The number of them in the class should be reasonable. It is necessary to consider step by step distribution: Speech plays an important role in shaping the personality of the child. The development of speech is directly related to the mental development of the child and affects the further possibility of cognition of the surrounding reality, as well as the learning process of the child. Therefore, the task speech therapist- take care of the timely formation of children's speech, its purity and correctness, prevention and correction of various violations.

At present, a fairly large percentage of children, both in kindergarten and at school, need speech therapy assistance, because it has pronounced deviations in speech development. On the logopoint children come with various types speech insufficiency: ONR, FFN, etc. Often, a speech defect is very persistent, combined with various mental disorders, which makes it possible to judge the complications experienced by the child - logopath in kindergarten and school.

For any violation speech therapy work is not limited only to the correction of a deficiency that catches the eye, but provides for Work, aimed at enriching the dictionary, grammatical structure, expanded phrasal speech. Group and individual lessons are based on visual, game material that consistently forms the lexical and grammatical structure of speech. The formation of coherent speech and the correction of sound pronunciation is a complex, lengthy process that requires a large number of targeted exercises.

To corrective process learning proceeded in a good emotional atmosphere, so that the children in the classroom were entertaining and at the same time informative, trying choose an interesting speech material for each case.

game on speech therapy classes takes a leading, dominant role, stimulating children's interest in classes, increases the child's interest in correcting his own speech deficiency.

I will give examples of correctional and educational games that I use on speech therapy classes:

1. Games on the automation of sounds complicated by lexico-grammatical and psychological tasks. Their speech material is maximally saturated with automated sounds. These games reflect one of the most important principles in speech therapy work - imitation: the child hears first (and sees the model) and repeats speech stereotypes, then repeats them in free speech.

2. When work over the lexical side of speech, aimed at enriching the vocabulary, various games for classification items: “4th extra”, various bingo (“Harvesting”, “Tools”, “Transport”, “Clothes”, etc.)

3. In order to develop the motor skills of the articulatory apparatus and facial expressions, we use various games- fairy tales about a cheerful Tongue (articulation gymnastics in pictures).

4. Games for the development of speech breathing, a strong speech exhalation is trained, lower diaphragmatic breathing is used in classes for the development of the sound side of speech, during correction logoneurosis.

5. Development of fine motor skills - various lacing, mosaics, weaving, etc. are used.

6. When staging sounds are used games based on onomatopoeia and supported by visual support - for example: what does the sound “Sh” look like - a wheel descends, a snake hisses, a mouse rustles, a forest rustles, scrambled eggs are fried; the sound “Ж” - a beetle, a bee buzzes; sound “Z” - a mosquito rings, a saw cuts; sound “L” - a plane flies high in the sky, a wolf howls at the moon; the sound “G” - the goose cackles, etc.

7. Use of game moments and visibility in automation syllables: “syllabic tracks” - these exercises help children learn basic reading skills, as well as practice sound analysis and synthesis syllables.

8. To form coherent speech and consolidate the sounds being worked out in our classes, various dramatization games. In games - dialogues, animals act and talk, the masks of which are distributed to children. Games require quick inclusion in the situation and speech. Masks introduce the child into the image, require him to imitate the voices and habits of animals, teach him to convey in words and intonation various shades feelings: joy, surprise, fear, resentment, etc. We also conduct dialogues in the form of various games, during which lexical material is repeated, consolidated, and activated in free speech. Along the way, the meaning of the word is clarified and expanded, and an idea of ​​its figurative meaning is given.

9. Game moments at the beginning of the lesson contribute to the concentration and composure of children, for example, meeting with friends fairy tale characters (Dunno, Little Red Riding Hood, Carlson, etc.) put before children certain goals and tasks that children must solve during speech therapy session.

10. To develop the skills of sound analysis and synthesis of words, games "Pick a name", “Pinocchio gives gifts to animals” (each animal has a gift with the same letter as the animal itself). "Sound rulers" to determine the place of sound in a word.

Data games can be used at home by doing homework speech therapy.

Related publications:

The use of modern educational technologies in correctional (speech therapy) work with preschool children Speech is one of the most important mental functions of a person and a complex functional system, which is based on the use of signs.

TRIZ-technology of speech development in work with children of senior preschool age TRIZ is a technology of speech development in work with children of senior preschool age. Modern society makes new demands.

Games and game techniques in speech therapy work with preschool children on the development of articulatory motor skills Games and game techniques in speech therapy work with preschool children on the development of articulatory motor skills Olesya Apraksina Games.

Sand games in work with children with mental retardation of preschool age.

The use of health-saving technologies in working with children of senior preschool age in preschool The use of health-saving technologies in working with children in preschool educational institutions. N. A. Shibarova., teacher MBDOU CRR - kindergarten No. 10, Mtsensk.