A joint long-term plan of a speech therapist and educator. A long-term plan for the work of a speech therapist teacher with preschool teachers
Often in preschool educational institutions there is a problem of interaction between specialists and educators. A group of teachers-speech therapists of the preschool educational institution of the city of Perm as part of the work problem group at the MBOU "Center for Psychological, Medical and Social Support" of the city of Perm, an attempt was made to collect positive experience in this issue different institutions. I want to analyze and present a generalized experience of the work of this group.
Target: building a unified system of interaction between a speech therapist and preschool teachers
- To develop unified (variable) approaches for the interaction of a speech therapist teacher and a preschool teacher.
- Select new effective and exchange existing forms of interaction in the conditions of a specialized group or preschool educational institution and in the conditions of a logopoint (interaction technology).
- Separate the areas of responsibility of the speech therapist and preschool educators
in remedial work. - select software on the interaction of a speech therapist teacher and an educator using ICT.
Work plan:
- Interaction of a speech therapist teacher and educators in the diagnosis, determination of volumes and spheres of influence, forms of cooperation.
- Interaction of a speech therapist teacher and educators during correctional and developmental activities, forms of cooperation.
- The functionality of a speech therapist and educators.
- Building interaction using information and computer technologies.
Planned result: selection and development of unified (variable) approaches to the interaction of a speech therapist and preschool teachers.
Speech therapy center of a general educational preschool educational institution: interaction between a speech therapist and educators
The theoretical basis and practical material is presented in the manual Mikheeva I. A. and co-authors "Interaction in the work of an educator and a speech therapist teacher." The manual is aimed at attracting educators and parents to actively participate in correctional speech therapy work to overcome a speech defect in a child. The authors-compilers divided into lexical topics and included in the manual: descriptions of finger games and exercises for coordinating speech with movement; tasks aimed at developing general speech skills based on texts; a large number of games for the development of auditory, visual attention, phonemic representations, to enrich the dictionary and improve the grammatical structure of speech; as well as poems, riddles and texts for retelling. The exercises and texts proposed in the manual are focused on working with children 5-7 years old.
We have made an attempt to distinguish between the work of an educator and a speech therapist in the main areas, to determine the points of contact for interaction: diagnosis, correction, and prevention.
Diagnostic work
| caregiver | Teacher speech therapist |
| Carries out diagnostics of the general development. 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. Based on the diagnostic data of a speech therapist, he plans classes with children, based on the main correctional tasks. |
Conducts an annual comprehensive speech therapy examination of all children of middle and older preschool age, the results of which reflect for each group of children:
|
Correctional work
| caregiver | Speech therapist |
| Monitors the speech of children in the classroom and during regime moments. Engaged in the development of fine and articulatory motor skills. Provides assistance in automating the delivered sounds. Contributes to the improvement of the grammatical structure of speech, the development of phonemic perception and syllabic structure. Carries out the necessary work with parents to optimize corrective process. |
Assists the educator in the organization of individual and group work on speech development. |
Preventive work
Forms of work on interaction with educators used in practice
1. Individual work for one month in the following sections: work on the automation of sounds and control over them; work on fine motor skills; overcoming the lexical and grammatical underdevelopment of speech on a certain lexical topic; development of connected speech. Based on this table - the scheme of individual work, the teacher can build his classes taking into account the speech problems of each child. In a lesson on the sound culture of speech, each child can be offered to parse words with the sounds that they correct with a speech therapist.
2. Observations of the dynamics of sound production in children. Observation of the dynamics allows the teacher to visually track the dynamics of the sound pronunciation of all the speech children of the group or a particular child. Based on the conventions, the teacher offers the child only the speech material that he can do. It becomes easier for the teacher to pick up poems for the holiday (in case of difficulty, a speech therapist helps). There are fewer problems in the classroom: the educator knows what answers he can expect from the child and does not seek to demand impossible efforts from the latter. Thus, the child has no fear of answering in the classroom, there is no consolidation of the incorrect pronunciation of those sounds that he is not yet capable of. Sometimes educators stubbornly ask to repeat a word with a sound that the child does not have, and become angry if the child does something wrong.
4. Speech therapy memos and booklets issued once every 2 months,
to help teachers and parents to overcome speech problems. The release of thematic speech therapy booklets "Speech therapy path" and memos that would help educators and parents without special education to master the skills of speech therapy correctional assistance for their children. Colorfully designed booklets attract the attention of not only adults, but also children who want to take part in playing them.
5. Selection speech material: tongue twisters, rhymes, poems, tasks and exercises for correcting various components of speech activity. The teacher in the selection of speech material must remember the speech problems of each child. Therefore, we help to select speech material that corresponds to the norm of sound pronunciation of children with speech disorders. We recommend that educators work with ready-made printed publications, we advise you to use literature and speech material that is correct from a speech therapy position.
Differentiation of the functions of a speech therapist and educator in conditions speech group and speech kindergarten
- Problems that make it difficult for a speech therapist and educator to work together: combining the program "Correctional education and training of children with general underdevelopment speech (5-6 years) "T.B. Filicheva, G.V. Chirkina with the main general education program MDOU;
- lack of requirements for the organization of joint activities of a speech therapist and educators in normative documents and methodological literature available today;
- difficulty in distributing planned corrective work within the framework of working hours and requirements of SanPiN;
- lack of a clear division of functions between the educator and the speech therapist;
- the impossibility of mutual attendance of classes by a speech therapist and an educator in groups of different ages.
The combination of programs is considered in the manual: L.R. Lizunova "Organization of a unified educational space for children with speech development disorders in terms of preschool". The manual discusses the issues of creating optimal psychological and pedagogical conditions for overcoming and preventing speech disorders in pupils of preschool educational institutions. educational activities DOW. The presented program and methodological materials include a description of the structural components of the system of correctional developmental and preventive work, the direction of organizing a unified speech regime, the program content and planning of the integrated educational and educational activities of teachers of a preschool educational institution in order to organize a unified educational space for children with speech development disorders .
Practicing teachers-speech therapists organize joint activities in accordance with the following goals:
- improving the efficiency of correctional and educational work
- exclusion of duplication by the educator of speech therapy classes
- optimization of the organizational and content aspects of the correctional and pedagogical activities of a speech therapist and educators, both for the entire group of children and for each child.
Joint correctional work in a speech group provides for the solution of the following tasks:
- speech therapist forms primary speech skills in speech pathologist children
- educator reinforces the formed speech skills
The main types of organization of joint activities of a speech therapist and educator
1. Joint study of the content of the training and education program in a special preschool institution and drawing up a joint work plan.
2. Joint planning of the teacher's classes, providing the necessary consolidation of the material in different types children's activities.
3. Discussion of the results of the joint study of children, which was conducted in the classroom and in everyday life.
4. Joint preparation for all children's holidays (speech therapist selects speech material, and the educator fixes it).
| caregiver | Speech therapist |
| Plans and organizes classes based on the next topic, and their objectives are correlated with tasks of speech therapy. | Plans and organizes classes according to age and individual violations speech development in children. |
| Forms in children the necessary the level of knowledge on the vocabulary topic during walks, at drawing, modeling and construction lessons. | Conducts the main vocabulary work |
| The teacher teaches children to clearly express their requests, desires, answer questions with a beautiful full sentence. When observing objects of reality, the educator introduces children with new words clarifies their meaning, encourages repetition in different situations activating them in children's own speech. |
Based on the knowledge gained in the course of observations, conducts correctional and developmental speech exercises and improves children's language skills. |
| Necessarily encourages the child to take the initiative to speak out. It does not stop children, suppressing their desire to speak out, but, on the contrary, supports the initiative, expands the content of the conversation with questions, creates interest in the topic of conversation among other children. |
Working on familiarization children with new words, clarification of their meanings and activation, selects lexical material on this topic. |
| Forms technical and visual skills | In subgroup sessions fixes technical skills and visual skills, in order to further form such complex forms of speech like a planning speech. Thanks to this, the speech of children in the classroom becomes a regulator of their behavior and activities. |
| Conduct classes on clarification movements of the organs of the articulation apparatus daily with the help of a set of articulation exercises. | Learns a set of necessary articulation exercises, provides them to the teacher for fastening. |
| Provides assistance speech therapist in the introduction of sounds delivered by the speech therapist into the speech of the child. This work is carried out with the help of nursery rhymes, tongue twisters. | Puts and enters sounds in speech preparing speech material to automate sounds by the educator. |
| Strengthens communication skills with the help of poems, etc. | Conducts development classes coherent speech, prepares material for fixing by the educator. |
| Provides a complete practical acquaintance with objects, using them in everyday life for their intended purpose. | Deepens vocabulary work, forms vocabulary in children grammatical categories, and in the course of special exercises ensures their conscious use in speech communication. |
Conducts classes on the development of speech, familiarization with the environment (cognitive development) according to a special system, taking into account lexical topics;
|
Formulates topics in frontal lessons;
Supervises the work of the educator to expand, clarify and activate vocabulary, the assimilation of grammatical categories, the development of coherent speech. |
Functionality of a speech therapist:
- Studying the level of speech, cognitive and individual-typological characteristics of children, determining the main directions and content of work with each of them.
- Formation of correct speech breathing, a sense of rhythm and expressiveness of speech, work on the prosodic side of speech.
- Work on the correction of sound pronunciation.
- Improvement of phonemic perception and skills of sound analysis and synthesis.
- Work on the correction of the syllabic structure of the word.
- Formation of syllable-by-syllable reading.
- Acquaintance and assimilation of new lexical and grammatical categories.
- Teaching coherent speech: a detailed semantic statement, consisting of logically combined grammatically correct sentences.
- Prevention of violations of writing and reading.
- The development of mental functions closely related to speech: verbal-logical thinking, memory, attention, imagination.
Functions of the educator:
- Taking into account the lexical topic during all classes in the group during the week.
- Replenishment, clarification and activation of the vocabulary of children on the current lexical topic during all regime moments.
- Continuous improvement of articulation, fine and general motor skills.
- Systemic control over the set sounds and grammatical correctness of children's speech in the process of all regime moments.
- Inclusion of worked out grammatical structures in the situation of natural communication in children.
- Formation of coherent speech (memorization of poems, nursery rhymes, texts, acquaintance with fiction, work on retelling and compiling all types of storytelling).
- Strengthening reading and writing skills.
- Strengthening children's speech skills on individual lessons by a speech pathologist.
- Development of understanding, attention, memory, logical thinking, imagination in game exercises on defect-free speech material.
Forms of interaction
Integrated classes - as a form joint activities professionals, educators and parents. Increase professional competence. Comprehensively solve preventive problems.
Interaction of a speech therapist with an educator using ICT
- carrying out by the educator of a speech therapy group at regime moments and at a speech therapy hour in the afternoon on the recommendation of a speech therapist finger games with children, breathing exercises using a computer
- the use of a certain video sequence (for example, picture material on lexical topics) for demonstration on complex classes conducted jointly by the educator and speech therapist of the speech therapy group, as well as to consolidate the educator educational material in his classes and during regime moments in the afternoon
- use of various speech therapy games, exercises in the individual lessons of the educator on the instructions of the speech therapist.
Speech therapy classes using computer programs and technologies are carried out in compliance with SanPiN standards:
- use of new computer models
- work with a computer in one lesson for a short time (5-10 minutes) and no more than twice a week (individually, depending on the age of the child, his nervous system)
- carrying out hygienic gymnastics for the eyes, during work we periodically move the child’s gaze from the monitor every 1.5 - 2 minutes for a few seconds
- inclusion in speech therapy games lessons aimed at the prevention of visual impairment and the development of visual-spatial relations
Bibliography:
- L.R. Lizunova. Organization of a unified educational space for children with speech development disorders in a preschool educational institution: Program and methodological guide. - Perm: Publishing house "OT i do", 2010. - 114 p.
- Mikheeva I. A., Chesheva S. V., Cheshcheva S. V. Interaction in the work of an educator and a speech therapist: Card file of tasks for children 5-7 years old with general underdevelopment of speech. (Popular speech therapy) Series:
TATYANA KORZH
Interaction plan of a speech therapist teacher with preschool teachers for 2016–2017 academic year
Interaction plan of the teacher-speech therapist Korzh T. V. with teachers
MDBOU "CRR - Kindergarten No. 6" for the 2016-2017 academic year.
event number dates
1. Familiarization of educators with the diagnoses of newly arrived children September
2. Analysis of the diagnostic results, discussion of a long-term plan of corrective work for each child
September
3. Conducting consultations for educators of all age groups (according to the annual plan of the preschool educational institution) During a year
4. Practical advice for educators of the correctional group on the automation of sounds During a year
5. Keeping a notebook of interaction with educators in the afternoon (correctional work) During a year
Monitoring the implementation of individual evening tasks During a year
Individual conversation with a physical education instructor about the dynamics of development of general motor skills in children During a year
8. Conversation with an educational psychologist about psychological characteristics children of the logogroup. Joint search for ways to correct the behavior of some pupils.
During a year
9. Together with a teacher-psychologist, the development and implementation of an individual correctional program for a child with a disability for the academic year. September
10. Together with the senior educator, the preparation of the annual plan of the MDBOU "CRR - Kindergarten No. 6" for speech development.
August
11. Discussion of the dynamics of children's development During a year
12. Filling out the progress screen "Our progress" During a year
13. Participation in the pedagogical councils of preschool educational institutions, method. associations of the district, preschool educational institution During a year
14. Participation in PMPK meetings. Qualitative assessment of the results of the speech therapy impact, determination of general and speech readiness for systematic training in conditions schooling. According to the annual plan of PMPK
15. Conversation with educators: “On the need to control the correct sound pronunciation of children in spontaneous speech”, “On the need to control the correct sound pronunciation of children in the classroom and during regime moments”, etc. During a year
16. Talking with a nurse about flu prevention in speech therapy group and preventive measures necessary for conducting in a group
During a year
17. Consultations for muses. leaders "The use of logorhythmics in music classes", etc.
Conversation with music the leader on monitoring the speech of children of the senior and preparatory speech therapy group during their preparation for holidays and entertainment.
During a year
May June
Related publications:
Analytical report of a speech therapist teacher on the work done for the 2015–2016 academic year aim speech therapy service is the correction of existing defects in children and the organization of the prevention of speech disorders. The tasks of speech therapy.
Annual plan of a speech therapist teacher in a preschool educational institution for 2016–2017 The annual plan of the teacher-speech therapist Kirichenko T. S. for the 2016-2017 academic year in the preparatory speech therapy group. Purpose: the formation of educational.
Perspective plan of work with parents for the 2016-2017 academic year in the senior speech therapy group September. 1. Collecting a data bank on the families of pupils "Sociological research social status and psychological microclimate.
Perspective plan for working with parents in the first junior group for the 2016-2017 academic year Purpose: To increase pedagogical competence on issues of preschool education. September Joint preparation for the academic year. Visual.
A long-term plan for working with parents in a speech therapy group for the 2016–2017 academic year September 1. Consultation for parents “Prevention of speech disorders in preschool children” 2. Consultation “Fighters. How to fix.
Perspective entertainment plan for the 2016-2017 academic year in senior group septemberThematic entertainmentKnowledge Day - September 1 Purpose:.
Plan of individual correctional and developmental work for the 2016–2017 academic year for a pupil of the 7th group Plan of individual correctional and developmental work for the 2016-2017 academic year for a pupil of the 7th group A. Maxim Good afternoon, dear ones.
Speech at the RMO speech therapists from 11/17/2016"Interaction speech therapist at the speech center and educators of the preschool educational institution in the context of the implementation of the educational area "Speech development".
The work plan of a speech therapist teacher for interaction with educators for 2016-2017.
primary goal joint work speech therapist and educator in the context of the implementation of the image area "Speech development" is the creation of optimal conditions conducive to the correction and full disclosure of the potential speech capabilities of preschool children.
How to build a unified system of cooperation between a speech therapist teacher and educators in the educational field “Speech development?Responding tothis question, we would like to talk about the interaction of a speech therapist teacher and educators in the implementation of the main directions of the "Program of Correctional and Developmental Work":
Organizational direction
The teacher is responsible for the organization of correctional and developmental work.- speech therapist. Educators get involved in the work and introduce the recommendations of a speech therapist teacher into their educational activities. Develop a joint work plan.
Diagnostic direction
introduces the teacher to survey results,
compiles “Sound Pronunciation Screens”, which clearly indicate the sounds that are violated in the pronunciation of each child, as well as the stages of work on them
in the “Children’s Survey Results Record Sheets”, in which each child is assigned to one of the following groups: with normal speech development, sound pronunciation defects, lexical and grammatical disorders, underdevelopment of phonemic perception, syllabic structure disorders,
experiencing difficulties in mastering language analysis and synthesis.
Pplans educational activities with children, based on the diagnostic data of a speech therapist.
3. Correctional and educational direction
There are no special speech therapy classes, included in the curriculum,children with speech disorders receive correctional assistance in portions, ande daily, short-term (15-20 minutes) and short-term (from 6-12 months) classes. Children-logopaths currently have complex speech disorders (dysarthria, polymorphic dyslalia, etc.), where, along with a long-term correction of sound pronunciationtasks such as:
Development of articulatory motor skills;
Development fine motor skills and coordination of movements;
Formation of phonemic hearing,
Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.
Enrichment of vocabulary;
Formation of the grammatical structure of speech;
Formation of coherent speech in accordance with the age norm;
In the conditions of a logopoint, it is impossible to fully implement these tasks and with absolutely it is obvious that the solution of such a complex of tasks is possible only in close cooperation witheducator, whose workIt hashuge, often decisive, importance in the effectiveness of the correction process. However, it turns out that it is quite difficult to organize it at the optimal level, and this depends on a number of reasons:
the lack of sufficient correctional and pedagogical knowledge among educators;
proper awareness and adequate assessment of their role in overcoming the shortcomings of speech development;
educators work in all educational areas It is difficult for them to allocate time for corrective work.
Thus, there was a need for close interaction and mutual assistance between a speech therapist and educators of the age group whose children attend speech therapy classes.
Automates the sounds delivered by the speech therapist,monitors the speech of children in the classroom, during regime moments. Fixes sounds on the material, words, tongue twisters, tongue twisters, in the afternoon according to the "Relationship Notebooks".Creation of certain positions and training of movements of the organs of the articulatory apparatus. Depending on the nature of the sound disturbance, the speech therapist develops and trains the movements of the organs of the articulatory apparatus, which were incorrect or completely absent.
AT game form clarifies with children certain movements and positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sound
Gives monthly recommendations for planning group and subgroup games and activities taking into account age norms and lexical topics studied in this period.
Contributes to the improvement of the grammatical structure of speech, the development of phonemic perception and syllabic structure according to the "Relationship Notebooks"
Conducts individual consultations - workshops with parents on the process of correcting a child's speech
Carries out the necessary work with parents to optimize the correctional process (make sure that parents bring notebooks for homework on time, attend parent-teacher meetings, etc.)
Develops fine motor skills
In the second half, the teacher organizes the free activities of children: hatching, tracing figures along the contour, cutting out, etc.
Thus, the creative interaction of a speech therapist teacher and group educators makes it possible to build a correctional and educational process in accordance with the developed "Program of Correctional and Developmental Work", to achieve high rates in the correction of speech disorders and development personal qualities future first graders.
Work plan for the interaction of a speech therapist and educators for 2016-2017.
The content of the work
Work form
Deadlines
1. Organizational and diagnostic work
results speech therapy examination older children and preparatory groups
Pedagogical hour, parent meeting
September October
Acquaintance of educators with a corrective individual-perspective plan for a child
consultation
September
Correctional and educational work
The technique of articulation gymnastics. Acquaintance with complexes of articulation exercises for various groups of sounds.
Workshop for
educators
October November
Individual approach In the organisation
educational activities of the educator with preschoolers with speech disorders.
Consultations and conversations with educators
During a year
Games and exercises for the development of lexical and grammatical means of the language (for children of OHP)
Consultation
november
Conversation with educators
During a year
Compilation of the "Screen of Automated Sounds". Control of correct pronunciation in class, in regime moments, in spontaneous speech.
Conversations with caregivers
During a year
Making folders-movers on the topics " Articulation gymnastics», « Sound analysis and synthesis", "Development of speech breathing", "Games for the development of phonemic hearing"
Visual information for educators
During a year
Joint preparation for children's holidays
Selection of speech material, learning verses
During a year
3.Final stage
Celebration of "Clean Speech"
Leisure
May
Implementation of corrective and speech therapy activities for children on summer period
May
RECOMMENDED READING on this topic: Mikheeva I. A., Chesheva S. V., Cheshcheva S. V. Interaction in the work of an educator and a speech therapist: Card file of tasks for children 5-7 years old with general underdevelopment of speech. ( Popular speech therapy) . Publisher: , 2009)
Murtazina Aisylu Radikovna
Educational institution: MADOU Kindergarten No. 29
Brief job description:
Publication date: 2018-08-13
Long-term work plan of a speech therapist Murtazina Aisylu Radikovna MADOU Kindergarten No. 29 Organization of an educational and developmental environment, diagnostic and analytical activities, correctional and developmental work, scientific and methodological work, relationship with specialists and educators, relationship with parents.
View Publication Certificate
Long-term work plan of a speech therapist
Target:identifying and overcoming speech disorders that delay further development child, create difficulties in communication; creation of conditions for the formation of the personality of the child and his successful socialization.
Tasks:
1. Timely identify speech disorders in children in need of speech therapy assistance.
2. Determine the level and nature of speech disorders.
3. Develop the direction and content of speech therapy assistance to each child.
4. To explain among teachers and parents of children special knowledge in speech therapy in order to prevent speech disorders.
5. Involve preschool teachers and parents in the correctional and pedagogical process.
The content of the work | Dates | Responsible | Result |
I . Organization of the learning and development environment |
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1. Preparing the classroom for the new academic year | September | Murtazina A. R. | Cabinet Passport |
2. Making visual and demo material for speech therapy classes | during a year | Murtazina A. R. | Visual and demonstration material |
3. Manufacturing and design didactic games and manuals for a speech therapy room | during a year | Murtazina A. R. | Didactic games and manuals |
4. Replenishment of the card index of finger and speech games, logarithmic exercises | during a year | Murtazina A. R. | finger games, speech games, logarithmic exercises |
5. Acquisition of the necessary methodological literature | during a year | Murtazina A. R. | Methodical literature |
II. Diagnostic and analytical activities |
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1. Diagnostic examination speeches of children of the senior and preparatory groups for school | September | Murtazina A. R. | |
2. Diagnostic examination of children's speech middle group | January | Murtazina A. R. | Journal of Children's Speech Survey |
3. Examination of children with severe speech disorders | September October | Murtazina A. R. | Preparation of documents for PMPK |
4. Enrollment of pupils in need of speech therapy assistance | September | Murtazina A. R. | List of children enrolled in speech therapy classes |
5. Studying the medical records of children enrolled in speech therapy classes and filling out medical records | September | Murtazina A. R. | Medical cards |
6. Filling out speech cards | September October | Murtazina A. R. | Speech cards |
7. Scheduling speech therapy classes | September | Murtazina A. R. | Schedule of speech therapy classes |
8. Preparation of documentation for a speech therapist | September-October, May | Murtazina A. R. | 1) register of attendance at speech therapy classes 3) speech cards for every child 5) sound screen 7) scheduling for the academic year 8) lesson planning of corrective work with children; 12) a notebook for the relationship of a speech therapist teacher and educators 13) a notebook for the relationship of a speech therapist and parents 14) self-education plan 15) report on the work done for the year, statistical and analytical report 16) cabinet passport |
9. Analysis of corrective work | May | Murtazina A. R. | Statistical and analytical report |
III. Correctional and developmental work |
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1. Conducting individual and subgroup lessons according to the time schedule | Murtazina A. R. | Lesson plans, individual notebooks |
|
2. Literary evening in medium groups "Oh, these fairy tales!" | March | Murtazina A. R. | |
3. Literary evening in senior groups "Visiting doctor Aibolit" | March | Murtazina A. R. | Conducting a literary evening, abstract |
4. Literary evening in preparatory groups "In the country of Lukomorye" | March | Murtazina A. R. | Conducting a literary evening, abstract |
IV . Scientific and methodological work |
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1. Drawing up a plan for self-education "System of work with non-speaking children of preschool age" | September October | Murtazina A. R. | Self-education plan |
2. Issue of booklets for educators and parents: - "Advice from a speech therapist" caring parents» - "Development of speech breathing" - "We play with fingers - we develop speech" - "Fairytale therapy - a magical world around us" | november | Murtazina A. R. | Booklets |
3. Participation in city methodological associations of teachers-speech therapists in Neftekamsk | according to the GMO plan | Murtazina A. R. | GMO meeting, visiting colleagues' classes |
4. Participation in seminars, conferences, meetings | during a year | Murtazina A. R. | |
5. Conducting open classes for educators | during a year | Murtazina A. R. | Self-analysis, analysis of colleagues |
6. Scientific and methodological assistance to educators on speech correction | during a year | Murtazina A. R. | |
V . Relationship with professionals and educators |
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1. Meeting of the psychological-medical-pedagogical council | during a year | Commission members | |
2. Conversation with teachers of the senior and preparatory groups based on the results of a survey of children's speech | September | Murtazina A. R. | |
3. Conversation with educators of the middle group based on the results of a survey of children's speech | January | Murtazina A. R. | |
4. Consultations for educators: – “Prevention of speech disorders” – “Theatrical activity as a means of preventing speech disorders” - "Game techniques in the correction of sound pronunciation" - “Logorhythmics in the system of corrective work with children to eliminate various kinds speech disorders" - "Methodology for conducting logarithmic exercises in kindergarten» – “Individual approach in working with preschoolers with speech disorders” – “Health-saving technologies in speech therapy work” - "Education of correct and pure speech in preschoolers" – « early learning reading for children with speech disorders: problems and difficulties” | September October november December January February March April May | Murtazina A. R. | Consultations |
5. Consultation for the music director: "Using logorhythmics in music lessons" | January | Murtazina A. R. | |
6. Consultation for the FZK instructor: "Outdoor games for children with speech disorders" | January | Murtazina A. R. | |
7. Master class "Fairy tale therapy as a means of developing the speech of preschool children" | March | Murtazina A. R. | Speech at the teachers' council, abstract |
8. Keeping a notebook of the relationship between a speech therapist and educators | during a year | Murtazina A. R. | Notebook of interaction between a speech therapist teacher and educators |
9. Class attendance Purpose: to determine the level of automation of corrected sounds in free communication. | during a year | Murtazina A. R. | Exchange of experience, self-education, monitoring |
10. Participation in holidays and entertainment held in kindergarten | during a year | Murtazina A. R. | |
VI. Relationship with parents |
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1. Acquaintance with the results of the survey at parent-teacher meetings and individually | during a year | Murtazina A. R. | Notebook of the relationship between a speech therapist and parents |
2. Questionnaire and individual interviews with parents whose children are enrolled in the speech center | during a year | Murtazina A. R. | application, questionnaire |
3. Parental five minutes: - Sound problem Homework, work in notebooks – Our achievements and skills | during a year | Murtazina A. R. | |
4. Participation in parent meetings: Why is it difficult to speak? (first junior group) - "The development of speech of preschool children" (second junior group) – “How to replenish vocabulary in children?” (middle groups) - "Interaction between a speech therapist teacher and parents in the process of corrective work with children with speech disorders" (senior groups) – “Readiness for schooling” (preparatory groups) | during a year | Murtazina A. R. | Abstracts of parent meetings |
5. Advice for parents: “What is a logopoint?” - Rules for doing homework – “Techniques for enriching the vocabulary of preschool children” - Phonemic awareness is the basis correct speech» - "The development of coherent speech of children in the family" - "Prevention of violation of the syllabic structure of the word" - "Fairytale therapy in the life of preschoolers" – « Speech readiness children to school" - Teaching Reading | September October november December January February March April May | Murtazina A. R. | Consultations |
6. Individual work in home notebooks. | during a year | ||
Tatiana Ibraeva
A long-term plan for the work of a speech therapist teacher with preschool teachers
A promising work plan for a teacher - a speech therapist with teachers of MBDOU.
Month № p / p Forms work, Events Content work
September 1. Studying the documentation Getting to know correctional programs preschool education, with content and directions work together with educators, psychologist, music director, physical training instructor.
2. Visiting a nurse Studying the diagnoses of children. jointly produced optimal mode conducting classes taking into account the treatment and rehabilitation work.
3. Conducting a consultation on the topic "Tasks for the development of speech in preschool children in preschool" for all specialists Acquaintance teachers with tasks facing all participants educational process on the development of speech of children 5-7 years old.
the work of specialists.
Logging speech findings and disturbed sounds for each child.
5. Participation in meeting No. 1 PMPk Joint preparation of documentation for the consultation with educators and specialists of the preschool educational institution, presentation at the meeting.
October 1. Preparations for the "Autumn Fair" holiday. Joint with the music director writing a script, preparing for the holiday. Learning by a speech therapist with children poems, nursery rhymes, ditties and participation as character.
2. Consultation on topic: "Physical development of preschoolers with speech impairment" for the instructor physical training. Informing the physical training instructor about the features of motor function in children with speech disorders. Recommendations for corrective work to overcome these violations
3. Conducting a consultation for the music director on the topic "Violation of the prosodic component and intonational expressiveness of speech in children with speech pathology." Informing a music teacher about violations of prosodic, melodic and intonation characteristic of children with speech pathology. Recommendations for corrective work to overcome these violations.
Complete the relationship log in the work of specialists.
Recording Development Recommendations auditory attention and perception, overcoming disturbances of rhythm, intonation, voice modulations, speech and physiological breathing, spatial orientation, automation of sounds in singing, development of emotionality, expressiveness in facial expressions, pantomime and dance, development of fine motor skills and kinesthetic sensations for teachers(music director, psychologist, instructor in physical education). Accounting for and implementation of the recommendations of specialists recorded in the column for speech therapist
November 1. Beginning of preparations for New Year's holiday Drawing up and discussion of the script of the holiday with educators and music director. The distribution of speech material, taking into account the pronunciation capabilities of children.
2. Attending a lesson for educators on the development of speech in the senior group. Observation of the conducted speech work
the work of specialists work speech therapist
4. Holding round table with speech therapist, psychologist, musical director, physical training instructor. Opinion exchange teachers work.
December 1. Conducting a consultation on the topic "Formation colloquial speech in conversation" for educators. Familiarization of educators with the meaning of conversations as a method of developing dialogic speech, their topics, stages and methods of learning. Familiarization with correct construction conversations. Casting exemplary conversations facilitating the development of speech in children.
2. Continued preparations for the New Year holiday. Development of speech material distributed among children in groups. Development of a clear, intoned pronunciation of texts. Rehearsals of their own participation in the holiday.
3. Conducting a joint consultation with a psychologist on the topic "Overcoming the underdevelopment of emotional and expressive means in children with speech disorders" for educators. Preparing information about emotionally - expressive means, about their underdevelopment in children with speech pathology. Recommendations for overcoming this violation.
4. Fill out the relationship log in the work of specialists. Exchange of recommendations to improve the effectiveness of the ongoing work with the experts of DOW. Accounting for and implementation of the recommendations of specialists recorded in the column for speech therapist
January 1. Preparation and implementation parent meeting Joint presentation with educators and specialists to parents about the results achieved in the first six months, about the future.
2. Conducting a consultation on the topic "Automation of sounds in individual singing and singing songs with onomatopoeia" for the music director. Description of the significance of the joint work on the automation of sounds delivered to children and the role of music lessons in this process. Approximate tasks and exercises that a music director can use when correcting sound pronunciation.
3. Participation in meeting No. 2 PMPk Joint preparation of documentation for the consultation with educators and specialists of the preschool educational institution, presentation at the meeting.
Discussion of the scenario of the holiday with educators and music director. The distribution of speech material, taking into account the pronunciation capabilities of children.
2. Conducting a parenting workshop "Erudiment Competition" together with teachers of preparatory groups
A workshop with the aim of attracting parents to events held in the preschool educational institution, educating the cohesion of the team of children and parents in the family and kindergarten, activating the thinking of children through educational, didactic games.
Attending a lesson for educators on the development of speech in the preparatory group.
Observation of the conducted speech work, for the accuracy of instructions given by educators and samples of correct speech.
4. Fill out the relationship log in
the work of specialists.
March 1. Consultation on topic: "Prevention of speech disorders in preschool children" for caregivers Description of the importance of joint work for the prevention of speech disorders. Methods and techniques for the implementation of speech group work.
Holding a round table with the participation speech therapist, psychologist, musical director, physical training instructor.
Opinion exchange teachers about general development and the state of speech of each child with a speech disorder. Possible additions and changes to further corrective work.
3. Complete the relationship log in the work of specialists. Exchange of recommendations to improve the effectiveness of the ongoing work with the experts of DOW. Accounting for and implementation of the recommendations of specialists recorded in the column for speech therapist
April 1. Preparation for the event graduation party with children of preparatory groups. Discussion of the scenario of the holiday with educators and music director. The distribution of speech material, taking into account the pronunciation capabilities of children. Rehearsals of their own participation in the holiday.
2. Holding open class on automation of sounds for educators. Continue to acquaint educators with methods and techniques work during correction sound pronunciation: pinning articulation modes, pronunciation of sounds in words and phrases, the formation of the skill of word formation, workings clear coordinated movements of the fingers and hands in combination with speech.
Carrying out together with the psychologist of the parent club "Soon to School"
Joint presentation to parents psychological readiness children to school, diagnostic results
4. Fill out the relationship log in the work of specialists. Exchange of recommendations to improve the effectiveness of the ongoing work with the experts of DOW. Accounting for and implementation of the recommendations of specialists recorded in the column for speech therapist
May 1. Participation in meeting No. 3 PMPk Joint preparation of documentation for the consultation with educators and specialists of the preschool educational institution, presentation at the meeting.
2. Preparation and holding of a parent meeting Joint presentation with educators and specialists to parents about the results achieved over the year, about further educational work planning.
3. Holding a round table with the participation speech therapist, psychologist, music director,
fitness instructor
Summing up the results of correctional and educational work. Identification of ways for further cooperation.
4. "Holiday of Beautiful Speech" conducted in collaboration with the music director, educators
The final lesson is a demonstration of knowledge and skills obtained as a result of correctional and educational work
Compiled teacher speech therapist : Ibraeva T. A.
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