Interaction of a teacher-speech therapist and educator. Games and exercises for educators with children

The educator first of all has to deal with the child's natural age characteristics speech, in other words, phonetic (pronunciation individual sounds and their combinations) and musical (rhythm, tempo, intonation, modulation, strength, purity of voice) originality of children's speech. Overcoming such shortcomings does not present any particular difficulties, since the educator, with the right teaching methods, only helps the natural process of the normal development of children's speech, accelerating it. This makes it easier for the child to master such complex activities like speech, and contributes to its earlier mental development.
The teacher's classes are built taking into account the next topic, and their tasks are correlated with the tasks of a speech therapy lesson. The main vocabulary work is carried out by a speech therapist, while the teacher forms the necessary level of knowledge on the vocabulary topic in children during walks, in drawing, modeling and construction lessons.
The teacher teaches children to clearly express their requests, desires, answer questions with beautiful complete offer.
When observing objects of reality, the educator introduces children to new words, clarifies their meaning, promotes their repetition in different situations activating them in children's own speech. This work is also the main one for carrying out speech exercises on the speech therapy classes and contributes to the improvement of children's speech skills.
The educator necessarily encourages the child to speak out in the initiative. Children should not be stopped by suppressing their desire to speak out, but on the contrary, support the initiative, expand the content of the conversation with questions, create interest in the topic of conversation among other children.
A speech therapist, in close cooperation with educators, works to familiarize children with new words, clarify their meanings and activate them, select lexical material on this topic.
On the subgroup lessons the speech therapist reinforces the technical skills and visual skills formed in children by the educator. Classes in visual activity conducted by a speech therapist have the goal of further forming such complex forms of speech as planning speech. Thanks to this, the speech of children in the classroom becomes a regulator of their behavior and activities.
The teacher should conduct classes to clarify the movements of the organs of the articulatory apparatus daily using a set of articulation exercises provided by a speech therapist. The teacher should assist the speech therapist in introducing the sounds set by the speech therapist into the child's speech. This work is carried out with the help of nursery rhymes, tongue twisters prepared by a speech therapist.
The teacher should consolidate skills in coherent speech with the help of poems, etc., prepared by a speech therapist.
The educator with all the content of his work provides a complete practical acquaintance with objects, using them in everyday life as intended. The speech therapist in his classes deepens vocabulary work, the formation of children's lexical and grammatical categories, and in the course of special exercises ensures their conscious use in speech communication.
The joint activities of a speech therapist and educator are organized in accordance with the following goals:
- improving the efficiency of correctional and educational work;
- exclusion of duplication by the educator of the speech therapist's 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.
In preschool educational institutions of a compensating type and speech therapy groups, there are a number of problems that make it difficult for a speech therapist and educator to work together:
- combination of the program "Correctional education and training of children with general underdevelopment of speech (5–6 years)" by T.B. Filicheva, G.V. Chirkina with the main general education program MDOU;
- lack of requirements for the organization joint activities speech therapist and educators normative documents and methodological literature available today;
– difficulty in distributing the planned corrective work within the framework of working hours and requirements of SanPiN;
- the 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.
Joint correctional work in speech group provides for the solution of the following tasks:
– speech therapist forms primary speech skills in speech pathologist children;
- the teacher reinforces the formed speech skills.
The main types of organization of joint activities of a speech therapist and educator: joint study of the content of the training and education program in a special preschool institution and drawing up a joint work plan. The educator needs to know the content of not only those sections of the program for which he directly conducts classes, but also those that the speech therapist conducts, since proper planning the teacher’s classes provide the necessary consolidation of the material in different types children's activities; discussion of the results of the joint study of children, which was conducted in the classroom and in Everyday life; joint preparation for all children's holidays (a speech therapist selects speech material, and the educator fixes it); development general recommendations for parents.
Based on these tasks, the functions of a speech therapist and educator are divided as follows:
Functions 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.
Perfection phonemic perception and sound analysis and synthesis skills.
Correction work syllabic structure the words.
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 spent grammatical constructions 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.
The teacher conducts classes on the development of speech, familiarization with the environment ( cognitive development) according to a special system, taking into account lexical topics; replenishes, refines and activates vocabulary children, using regime moments; controls the sound pronunciation and grammatical correctness of children's speech during the entire time of communication with them.
A speech therapist in frontal classes formulates topics and works out pronunciation material with children, sound analysis, teaches the elements of literacy, at the same time introduces children to certain lexical and grammatical categories. The speech therapist directs the work of the educator to expand, clarify and activate vocabulary, assimilate grammatical categories, and develop coherent speech. When planning classes for writing and developing graphic skills, the teacher is also guided by the methodological instructions of the speech therapist.
Teachers should be reminded to:
rules and conditions articulatory gymnastics
the need for daily exercise
individual work with subgroups of children with the same defects
automation of already delivered sounds (pronunciation of syllables, words, phrases, memorization of poems)
control of pronunciation by children of already set sounds during regime moments
The work of an educator and the work of a speech therapist are different in correcting and shaping sound pronunciation in terms of organization, methods, and duration. She demands various knowledge, skills, abilities. The main difference is that the speech therapist corrects speech disorders, and the teacher, under the guidance of the speech therapist, actively participates in corrective work.
The teacher is actively involved in corrective process, contributing to the elimination of the speech defect and the normalization of the psyche of the problem child as a whole. In his work, he is guided by general didactic principles, while some of them are filled with new content. These are the principles of consistency and consistency, the principle individual approach.
The principle of consistency and consistency involves the adaptation of the content, methods and techniques of the educator's activities to the requirements imposed by the tasks of a particular stage speech therapy impact. The phasing in the work of a speech therapist is due to the idea of speech as a system, the assimilation of the elements of which proceeds interconnectedly and in a certain sequence.
Taking into account the sequence of mastering these aspects of speech in speech therapy classes, the teacher selects for his classes the speech material accessible to children, which contains the sounds they have already learned and, if possible, those that have not yet been studied are excluded.
In connection with the correctional requirements, the methods and techniques of the work of the educator also change. Yes, on initial stage visual and practical methods and techniques come to the fore, as the most accessible to children with impaired speech. Verbal methods (story, conversation) are introduced later.
The principle of an individual approach involves taking into account the individual speech characteristics of children. This is due to the presence of speech disorders of different structure and severity in children and the non-simultaneity of their overcoming in speech therapy classes. In such an interpretation, the principle of approach requires the educator to: deep awareness of the initial state of speech of each child and the level of his actual speech development; use this knowledge in their work.
A distinctive feature of the frontal lessons of the educator in speech therapy group is that, in addition to teaching, developing, educational tasks, it also faces corrective tasks.
The teacher must be present at all frontal sessions of the speech therapist, makes notes; he includes individual elements of a speech therapy lesson in his classes on the development of speech and in evening work.
The speech therapist takes into account the characteristics and abilities of children. If the child is doing well certain types classes, then the speech therapist can, in agreement with the educator, take him to an individual speech therapy lesson.
In the same way, a speech therapist tries to take children from a walk without harming the child’s health for 15 to 20 minutes to individual work.
In the afternoon, the teacher works, in accordance with his schedule of classes, to consolidate the spoken skills and develop speech. It is advisable to plan frontal exercises on the development of speech and cognitive development in the afternoon.
During routine moments, self-service, on a walk, excursion, in games and entertainment, the educator also carries out correctional work, the significance of which is that it provides an opportunity to practice children's speech communication and consolidate speech skills in their life.
Educators must create conditions for development speech activity and verbal communication of children: to organize and support verbal communication of children in the classroom, outside of class, to encourage attentively, listen to other children and listen to the content of statements; create a situation of communication; to form the skills of self-control and critical attitude to speech; organize games for the development of sound culture of speech;
draw attention to the duration of the sound of the word, the sequence and place of sounds in the word; carry out work on the development of auditory and speech attention, auditory-speech memory, auditory control, verbal memory; draw attention to the intonation side of speech.
The work of an educator in the development of speech in many cases precedes speech therapy classes, creating the necessary cognitive and motivational base for the formation of speech skills. For example, if the topic “Wild Animals” is planned, then the teacher conducts cognitive activity, modeling or drawing on this topic, didactic, board, role-playing, outdoor games, conversations, observations, introduces children to the works fiction on this topic.
Special studies have established that the level of development of children's speech is directly dependent on the degree of formation of fine differentiated hand movements. Therefore, it is recommended to stimulate speech development by training the movements of the fingers, especially in children with speech pathology. Interesting forms of work in this direction are carried out by a specialist in folklore. After all folk games with fingers and teaching children manual labor (embroidery, beading, making simple toys, etc.) provide good workout fingers, create a favorable emotional background. Ethnology classes contribute to the development of the ability to listen and understand the content of nursery rhymes, to catch their rhythm, and increase the speech activity of children. In addition, children's knowledge of folklore (rhymes, Russian folk tales) can be used in individual lessons to reinforce correct pronunciation sounds. For example: "Ladushki - ladushki" - to fix the sound [w], Kolobok's song from the fairy tale of the same name - to fix the sound [l].
The educator thinks in advance which of the correctional speech tasks can be solved: in the course of specially organized training for children in the form of classes; in joint activities of an adult with children; in the free independent activity of children.
Aesthetic cycle classes (sculpting, drawing, designing and appliqué) create conditions for the development of communication skills: when doing some crafts, images, etc. together. lively dialogues usually occur, which is especially valuable for children with reduced speech initiative. But sometimes educators do not realize the pedagogical significance of the current situation and, for disciplinary purposes, forbid children to communicate. The task of a professional, on the contrary, is to support and encourage in every possible way the speech activity of preschoolers, direct it in the right direction and use it to solve correctional and developmental problems.
Even more potential in terms of speech correction has an unregulated scope of classes and prevailing in duration (up to 5/6 of the entire time spent in the preschool educational institution) activities of children (under the guidance of a teacher or independent). Here, individual and subgroup correctional-oriented forms of interaction between the teacher and pupils can be organized: special didactic and educational games; entertaining exercises; conversations; joint practical actions; observations; excursions; methodically thought-out assignments and labor assignments, etc.
A speech therapist works with children daily from 9.00 to 13.00. Frontal speech therapy classes are organized from 9.00 to 9.20, individual and subgroup speech therapy classes - from 9.30 to 12.30, teacher classes from 9.30 to 9.50. From 10.10 to 12.30 children are on a walk. After an afternoon snack, the teacher works with children for 30 minutes on the instructions of a speech therapist and conducts evening classes in one of the types learning activities.
Together with the teacher draws up parent corner, prepares and conducts pedagogical council and parent meetings. The speech therapist discusses with the teacher the approximate daily routine of the children and the approximate list of activities for the week. Speech therapist and educator, each in their class, solve the following correctional tasks: education of perseverance, attention, imitation; learning to follow the rules of the game; education of smoothness, duration of exhalation, soft voice delivery, a feeling of relaxation of the muscles of the limbs, neck, torso, face; teaching the elements of logopedic rhythm; - correction of violations of sound pronunciation, development of the lexical and grammatical side of speech, phonemic processes.
Requirements for the organization of the work of the educator: Constant stimulation to verbal communication. All employees of the nursery / kindergarten and parents are required to constantly demand that children observe speech breathing and correct pronunciation; Kindergarten teachers should know the scheme of the normal development of the child's speech (A. Gvozdev) and draw up a memo for parents; Educators of speech therapy groups should have a speech profile of children - speech pathologists, know their speech therapy conclusion and the state of speech development; Educators of speech therapy groups should conduct speech therapy work in front of a mirror, complete the task. speech therapist on individual notebooks and albums, notebooks for classes.
The teacher of the speech therapy group should not: rush the child with the answer; interrupt speech and rudely pull, but tactfully give an example correct speech; to force the child to pronounce a phrase saturated with sounds not yet delivered to him; give to memorize texts and verses that the child cannot yet pronounce; to let out on stage (matinee) a child with incorrect speech.
The work of a speech therapist in a mass preschool institution in its structure and functional duties significantly different from the work of a speech therapist speech garden. This is primarily due to the fact that a speech therapist at a speech center is integrated into the general educational process, and does not go along with it, as is customary in speech gardens. The work of a speech therapist is based on the internal schedule of the preschool educational institution. The schedule of work and the schedule of classes is approved by the head of the preschool educational institution. Since there is currently no correctional program for the work of logopoints, then the speech therapist in his work must rely on and own modern technologies. In connection with the tendency to worsen the speech of children in preschool age, with a shortage of places in speech therapy gardens into mass preschool institutions children with more complex speech defects began to appear, the overcoming of which is difficult in the conditions of a logopoint. Educators are deprived of a specialized correctional hour for working with "difficult" children, and must carve out time in their work or include components of correctional assistance in the general educational process of their group.
The educator, together with the speech therapist, plan classes for the development of speech, discuss the goals, objectives and desired results of each lesson for the development of speech.

Tatyana Lakhtina
Forms of interaction between the educator and the speech therapist

Forms of interaction between the educator and the speech therapist

Introduction 3

1. Separation of functions speech therapist and educator 4

2. Functions speech therapist and educator 7

Conclusion 15

References 16

Introduction

AT recent times in preschool educational institutions interconnections and continuity in the work of all specialists is given special attention, which is important for speech therapy groups. Only with close cooperation and unity of the requirements of teachers is it possible to overcome the defects in speech development in children. AT speech therapy it is especially important for the group how closely the teachers cooperate speech therapist and educators.

An important direction in the modernization of education is to ensure the state guarantee of accessibility and equal opportunities for children with disabilities to receive a full-fledged education. handicapped health. As a result, it follows that children with speech development disorders should be provided with special conditions for education and teaching in preschool educational institutions. Correct speech is one of the indicators of a child’s readiness for schooling, the key to successful literacy and reading in the future. If violations of sound pronunciation, vocabulary, grammar, phonemic processes, etc. are not eliminated in time, then preschool children have difficulties in communicating with others, and in the future, certain personality changes on the path of development “child - teenager - adult”, when a person’s complexion will interfere him to learn and fully reveal his natural abilities and intellectual capabilities. Search effective techniques and speech correction methods have not lost their relevance.

1. Separation of functions speech therapist and educator

educator, first of all, one has to deal with the age-related features of speech that are natural for the child, in other words, phonetic (pronunciation of individual sounds and their combinations) and musical (rhythm, tempo, intonation, modulation, strength, clarity of voice) peculiarity of children's speech. Overcoming such shortcomings is not particularly difficult, since educator with the right methods of teaching only helps the natural process of the normal development of children's speech, accelerating it. This makes it easier for the child to master such a complex activity as speech, and contributes to an earlier mental development his.

Lessons educator are built taking into account the next topic, and their tasks are correlated with the tasks speech therapy session. The main vocabulary work is carried out speech therapist, the educator creates children have the necessary level of knowledge on the vocabulary topic during walks, in drawing, modeling and construction lessons.

caregiver teaches children to clearly express their requests, desires, answer questions with a beautiful full sentence.

When observing objects of reality educator introduces children to new words, clarifies their meaning, promotes their repetition in different situations, activates them in the children's own speech. This work is also the main one for conducting speech exercises on speech therapy classes and contributes to the improvement of children's speech skills.

caregiver necessarily encourages the child to take the initiative to speak out. Children should not be stopped by suppressing their desire to speak out, but on the contrary, support the initiative, expand the content of the conversation with questions, and create interest in the topic of conversation among other children.

Speech therapist in close relationship with educators works on familiarizing children with new words, clarifying their meanings and activation, selects lexical material on the topic.

In subgroup sessions speech therapist reinforces technical and visual skills, formed in children by the educator. Classes in visual activity, conducted speech therapist, have a goal in the future 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.

caregiver should conduct classes to clarify the movements of the organs of the articulatory apparatus daily using a set of articulation exercises provided by speech therapist. caregiver should help speech therapist in the introduction of the speech therapist sounds in the child's speech. This work is carried out with the help of nursery rhymes, tongue twisters, prepared speech therapist.

caregiver should consolidate skills in coherent speech with the help of poems, etc., prepared speech therapist.

caregiver the entire content of his work provides a complete practical acquaintance with objects, using them in everyday life for their intended purpose. Speech therapist in his classes deepens vocabulary work, formation in children of lexical and grammatical categories, and in the course of special exercises ensures their conscious use in speech communication.

Team work speech therapist and educator organized in accordance with the following goals:

- improving the efficiency of correctional and educational work;

- Avoid duplication speech pathologist;

– optimization of organizational and content aspects of correctional and pedagogical activities speech therapist and educators both for the whole group of children and for each child.

In preschool educational institutions of a compensatory type and speech therapy groups, there are a number of problems that make it difficult to work together speech therapist and educator:

– combination of the program “Correctional education and education of children with general underdevelopment of speech (5–6 years)” T. B. Filicheva, G. V. Chirkina with the main general education program of the MDOU;

– no requirements for the organization of joint activities speech therapist and educators in regulatory documents and methodological literature available today;

- the difficulty in distributing the planned corrective work within the framework of working hours and the requirements of SanPiN;

– lack of a clear division of functions between teacher and speech therapist;

- impossibility mutual attendance of classes by a speech therapist and educator in different age groups.

Joint correctional work in a speech group provides for the solution of the following tasks:

– speech therapist forms children's primary language skills speech pathologists;

– the teacher reinforces the formed speech skills.

Main types of organization of joint activities speech therapist and educator: joint study of the content of the training program and education in a special preschool institution and drawing up a joint work plan. educator it is necessary to know the content of not only those sections of the program on which he directly conducts classes, but also those that he conducts speech therapist because proper lesson planning educator provides the necessary consolidation of the material in various activities of children; discussion of the results of the joint study of children, which was conducted in the classroom and in everyday life; joint preparation for all children's holidays ( speech therapist selects speech material, and teacher reinforces it); development of general recommendations for parents.

Based on these tasks, the functions are divided speech therapist and educator as follows.

2. Functions speech therapist and educator

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 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 sound analysis and synthesis skills.

Correction work syllable structure of the word.

Formation of syllable reading.

Acquaintance and assimilation of new lexical and grammatical categories.

Coherent speech training: 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 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.

Consolidation of children's speech skills in individual lessons on assignment speech therapist.

Development of understanding, attention, memory, logical thinking, imagination in game exercises on defect-free speech material.

caregiver conducts classes on the development of speech, familiarization with the environment (cognitive development) according to a special system, taking into account lexical topics; replenishes, clarifies and activates the vocabulary of children, using regime moments for this; controls the sound pronunciation and grammatical correctness of children's speech during the entire time of communication with them.

Speech therapist in frontal lessons formulates topics and work out with children material on pronunciation, sound analysis, teaches the elements of literacy, at the same time introduces children to certain lexical and grammatical categories. The speech therapist leads the work of the educator to expand, clarification and activation of vocabulary, assimilation of grammatical categories, development of coherent speech. caregiver when planning writing classes and formation graphic skills is also guided by guidelines speech therapist.

Need to be reminded educators about the rules and conditions for conducting articulation gymnastics

The need for daily activities

Individual work with subgroups of children with the same defects

Automation of already delivered sounds (pronunciation syllables, words, phrases, memorizing poems)

Controlling the pronunciation of already set sounds by children during regime moments

Work educator and the work of a speech therapist different when corrected and formation sound pronunciation by organization, methods, duration. It requires different knowledge, skills and abilities. Main difference: speech therapist corrects speech disorders, and teacher under the guidance of a speech therapist actively participates in corrective work.

caregiver actively participates in the correctional process, contributing to the elimination of the speech defect and the normalization of the psyche of the problem child as a whole. In his work, he is guided by general didactic principles, while some of them are filled with new content. These are the principles of consistency and consistency, the principle of an individual approach.

The principle of consistency and consistency involves the adaptation of the content, methods and techniques of activity educator to the requirements presented by the tasks of a particular stage speech therapy impact. Step by step work speech therapist due to the idea of speech as a system, the assimilation of the elements of which proceeds interconnected and in a certain order.

Considering the sequence of mastering these aspects of speech in speech therapy classes, educator selects for his studies speech material accessible to children, which contains sounds already learned by them and, if possible, those that have not yet been studied are excluded.

In connection with the correctional requirements, the methods and methods of work are also changing. educator. So, at the initial stage, visual and practical methods and techniques come to the fore, as the most accessible to children with impaired speech. verbal methods (story, conversation) are introduced later.

The principle of an individual approach involves taking into account the individual speech characteristics of children. This is explained by the presence of speech disorders of different structure and severity in children and the non-simultaneity of their overcoming on speech therapy classes. In this interpretation, the approach principle requires educator: deep awareness of the initial state of speech of each child and the level of his actual speech development; use this knowledge in their work.

A distinctive feature of frontal exercises teacher in a speech therapy group is that that, apart from teaching, developing, educational tasks, it also faces corrective tasks.

caregiver must be present at all frontal classes speech therapist, takes notes; individual elements speech therapy he includes classes in his classes on the development of speech and in evening work.

Speech therapist takes into account the characteristics and abilities of children. If the child is doing well in certain types of activities, then speech therapist may in agreement with educator take it on an individual speech therapy lesson.

Similar speech therapist tries to take children from a walk without compromising the health of the child for 15 - 20 minutes for individual work.

After noon caregiver works, consistent with their grid of classes, to consolidate pronounceable skills and develop speech. It is advisable to plan frontal classes on the development of speech and cognitive development in the afternoon.

During security moments, self-service, on a walk, excursion, in games and entertainment educator also carries out correctional work, the significance of which is that it provides an opportunity for the practice of verbal communication of children and the consolidation of speech skills in their life.

educators should create conditions for the development of speech activity and speech communication children:

Organize and support verbal communication of children in the classroom, outside of class, encourage attentively, listen to other children and listen to the content of statements; create a situation of communication; form skills of self-control and critical attitude to speech; organize games for the development of sound culture of speech;

Draw attention to the duration of the sound of the word, the sequence and place of sounds in the word; carry out work on the development of auditory and speech attention, auditory-speech memory, auditory control, verbal memory; draw attention to the intonation side of speech.

Work educator on the development of speech in many cases precedes speech therapy classes creating the necessary cognitive and motivational base for formation of speech skills. For example, if the topic is scheduled "Wild animals", then educator conducts an educational lesson, modeling or drawing on this topic, didactic, board, role-playing, outdoor games, conversations, observations, introduces children to works of fiction on this topic.

Special studies have established that the level of development of children's speech is directly dependent on the degree formation fine differentiated hand movements. Therefore, it is recommended to stimulate speech development by training the movements of the fingers, especially in children with speech pathology. Interesting forms work in this direction is carried out by a specialist in folklore. After all, folk games with fingers and teaching children manual labor (embroidery, beading, making simple toys, etc.) provide good finger training, create a favorable emotional background. Ethnology classes contribute to the development of the ability to listen and understand the content of nursery rhymes, to catch their rhythm, and increase the speech activity of children. In addition, children's knowledge of folklore (rhymes, Russian folk tales) can be used in individual lessons to consolidate the correct pronunciation of sounds. For example: "Okay, okay"- to fix the sound [w], Kolobok's song from the fairy tale of the same name - to fix the sound [l].

The teacher thinks ahead, which of the correctional speech tasks can be resolved: in the course of specially organized training of children in form of training; in joint activities adult with children; in the free independent activity of children.

Aesthetic cycle classes (sculpting, drawing, designing and application) create conditions for the development of skills communication: when doing some crafts, images, etc., lively dialogues usually occur, which is especially valuable for children with reduced speech initiative. But sometimes caregivers do not realize the pedagogical significance of the current situation and for disciplinary purposes forbid children to communicate. The task of a professional, on the contrary, is to support and encourage in every possible way the speech activity of preschoolers, direct it in the right direction and use it to solve correctional and developmental problems.

Even greater potential in terms of speech correction has an unregulated scope of classes and prevailing in duration. (up to 5/6 of the total time spent in the preschool educational institution) children's activities (supervised or self-guided). Here individual and subgroup correctional-oriented forms of interaction between the teacher and pupils: special didactic and educational games; entertaining exercises; conversations; joint practical actions; observations; excursions; methodically thought-out assignments and labor assignments, etc.

Speech therapist works with children daily from 9.00 to 13.00. Frontal speech therapy classes are organized from 9.00 to 9.20, individual and subgroup speech therapy classes - from 9.30 to 12.30, classes educator-since 9.30 to 9.50. From 10.10 to 12.30 children are on a walk. After lunch educator 30 minutes working with children on assignment speech therapist and conducts evening classes on one of the types of educational activities.

Together with the educator draws up a parental corner, prepares and conducts pedagogical council and parent-teacher meetings. The speech therapist discusses with the teacher an approximate daily routine for children and an approximate list of activities for the week. Speech therapist and educator, each in his lesson, solve the following correctional tasks: perseverance education, attention, imitation; learning to follow the rules of the game; nurturing fluency, duration of exhalation, soft voice delivery, a feeling of relaxation of the muscles of the limbs, neck, torso, face; element training speech therapy rhythmics; - correction of violations of sound pronunciation, development of the lexical and grammatical side of speech, phonemic processes.

Work organization requirements educator: Constant stimulation to verbal communication. All kindergarten workers and parents are required to constantly require children to observe speech breathing and correct pronunciation; educators Preschool educational institutions should know the scheme of the normal development of the child's speech (A. Gvozdev) and design memo for parents Educators of speech therapy groups should have a speech profile of children - speech pathologists, know them logopedic conclusion and state of speech development; Educators of speech therapy groups should conduct speech therapy work in front of a mirror, perform a task. speech therapist according to individual notebooks and albums, notebooks for classes.

The teacher of the speech therapy group should not: rush the child with the answer; interrupt speech and rudely pull, but tactfully give a sample of correct speech; to force the child to pronounce a phrase saturated with sounds not yet delivered to him; give to memorize texts and verses that the child cannot yet pronounce; put on stage (matinee) a child with speech problems.

Work speech therapist in a mass preschool institution, in its structure and functional responsibilities, it differs significantly from work speech pathologist. This is primarily due to the fact that speech therapist at the speech center is built into the general educational process, and does not go with it in parallel, as is customary in speech gardens. Work speech therapist is built taking into account the internal schedule of the preschool educational institution. The schedule of work and the schedule of classes is approved by the head of the preschool educational institution. Since there is currently no remedial program to work logopoints, then speech therapist in his work must rely on and own modern technologies. In connection with the tendency for the deterioration of the speech of children at preschool age, with a lack of places in speech therapy kindergartens, children with more complex speech defects began to get into mass preschool institutions, which are difficult to overcome in conditions logopoint. educators deprived of a specialized correctional hour for working with "difficult" children, and should carve out time in their work or include components of correctional assistance in the general educational process of their group.

They plan classes for the development of speech, discuss the goals, objectives and desired results of each lesson for the development of speech.

Conclusion

Educator together with a speech therapist participates in the correction of children's speech disorders, as well as related non-speech mental processes. In addition, he must not only know the nature of these violations, but also master the basic methods of corrective action to correct some of them.

At the beginning school year speech therapist introduces educators with the results of the examination of children, draws their attention to the peculiarities of behavior, the nature of children, determines the training program, explaining purpose educators, the objectives of the program, methods of its implementation, reporting the timing and duration of the stages of corrective work, outlining the results that should be achieved by the end of a particular period of study.

When determining the content of the work speech therapist can introduce caregivers With perspective plan work, and throughout the academic year systematically inform them about changing the requirements for the speech development of children at different stages of education.

educators are obliged to promote the development of all safe analyzers of children, strengthening and expanding the compensatory capabilities of children, carrying out corrective work in various directions, depending on the tasks set speech therapist during a given period of study. This option is also possible interactions, at which caregivers fix educational material speech therapy classes by developing in children the ability to apply the acquired knowledge and developed skills and abilities.

Bibliography

1. Beilinson L. S. Professional speech speech therapist: Teaching aid. - M.: TC Sphere, 2005. - 160 p.

2. Speech therapy / ed.. L. S. Volkova, S. N. Shakhovskaya. - M., 2003.

3. speech therapy: methodological traditions and innovation / Ed. S. N. Shakhovskoy, T. V. Volosovets. - M .: Publishing house of Moscow psychological- social institution; Voronezh: NPO Publishing House "MODEK", 2003. - 336 p.

4. Basics speech therapy work with kids: Tutorial for speech therapists, educators kindergartens / Under the general editorship of Doctor of Pedagogical Sciences, Professor G. V. Chirkina. – M.: ARKTI, 2002. – 240 p.

5. Basics speech therapy with a workshop on sound pronunciation: Proc. Allowance for students. avg. ped. textbook institutions / T. V. Volosovets, N. V. Gorina, N. I. Zvereva and others; Under the editorship of T. V. Volosovets. - M.: Publishing Center "Academy", 2000.- 200 p.

6. Overcoming the general underdevelopment of speech of preschool children. Teaching aid / Ed. T.V. Volosovey. M.: Institute for General Humanitarian Research, V. Sekachev, 2002.- 256 p.

7. Stepanova O. A. Organization speech therapy work in preschool educational institution. M.: TC Sphere, 2003. - 112 p.

8. Filicheva T. B. Features formation speech in preschool children. M., 2003.

9. Cheveleva N. A. Overcoming stuttering in children. Benefit for speech therapists and educators of logogroups. M.: Publishing house GNOM i D, 2001. -128 p.

The success of correctional and developmental work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is to integrate speech therapy into educational educational process the life of children. The natural way to implement successful correctional work is the relationship, interaction of a speech therapist and educators

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Organization of the correctional and educational process in the speech therapy group.

Interaction in the work of a speech therapist and educator.

1 Principles and tasks of building a correctional educational process.

The natural way to implement speech therapy is the relationship, the interaction of a speech therapist and educators (with different functional tasks and methods of corrective work, which we will talk about later).

The pedagogical process in the speech therapy group is organized in accordance with age needs, functional and individual characteristics, depending on the structure and severity of the defect.

Final goal correctional group: upbringing of a humane personality, a comprehensively and harmoniously happy child; social adaptation and integration of the child into the environment of normally developing peers.

Work is being built in a speech therapy group, taking into account the age, profile of the group and individual manifestations of a speech defect (from the Regulation - the principle of age and differential diagnosis)

When working with children with FFN of speech, the main tasks are:

Staging and fixing sounds in speech, if necessary, differentiation according to similar characteristics.

Development of phonemic processes and skills of full-fledged sound-letter analysis and synthesis.

When working with children with ONR tasks:

Development of lexical and grammatical means of speech.

Formation of the correct sound pronunciation.

The development of phonemic processes and the skill of sound-letter analysis.

The development of coherent speech in accordance with age standards.

Preparing for literacy.

2. Functions of a speech therapist and educator in the process of work.

What are the functions of a speech therapist and educators in the process of working on lexical topics:

The work of the educator and speech therapist in the correction of sound pronunciation

3\ development fine motor skills(lacing, mosaic, weaving, etc.)

4\ development of graphic skills (stroke, hatching)

5\ formation of spatial representations (right, left, narrow - wide ... ..)

6\ work on the correction of lexical and grammatical categories.

At the end of the academic year, the speech therapist conducts a final lesson. Educator - final complex lesson with the invitation of parents, administration, colleagues of educators of speech therapy groups or the head of the MO.

memorizing a poem

Peculiarities:

1\ preliminary vocabulary work(as in a mass group);

2 \ teacher reads by heart with clarity;

3\ conversation;

4 \ reading a poem;

5\ memorization by quatrain and by line;

By the holidays, they work out all the speech material together with the speech therapist. There must be no wrong speech!

In the preparatory speech therapy group, classes are held to prepare children for writing, one lesson per week (from October to April inclusive, 30 lessons)

Each lesson includes:

Letter of certain elements;

Visual or auditory dictations;

A sketch of borders, alternating with a sketch or stroke, followed by hatching of patterns included in the auditory or visual dictation.

For 30 lessons, 6 elements are mastered, 20 visual and 5 auditory dictations are conducted.

The work of a teacher in groups for children with FFN has its own specifics. The task of the educator is to identify the degree of lag of children in mastering program material for all types of educational and gaming activities. This is necessary to eliminate gaps in the development of children and create conditions for successful learning in an environment of normally developing peers. To this end, in the first two weeks, the educator determines the capabilities of children in speech, visual, constructive activities, in mastering counting operations, etc.

Together with a speech therapist, the educator analyzes the features of the speech development of children. The teacher should have an idea of whether the child uses a short or extended form of utterance, whether he owns different types of coherent speech that are accessible to children by age. senior groups s: a retelling of a picture, a series of paintings, a description, a story from personal experience, etc.

When assessing the state of skills in these areas, the general educational program requirements for this age group should be taken into account. Based on the heterogeneity of the composition of children in the FFN groups, due to different etiologies of the disorder and sociocultural factors, it is important, as a result of the initial examination, to differentially assess the degree of lag in the assimilation of the educational material offered for the middle and senior groups of the kindergarten of a general developmental type. There are different options for meeting program requirements: fully complies, lags behind, lags far behind. After the examination, the teacher gets an idea of the state of each child's skills in the following areas: elementary mathematical representations, speech, visual activity, constructive activity, gaming activity, motor skills, musical and rhythmic abilities. This will make it possible to strengthen their corrective orientation during the classes and to implement an individual approach in a targeted manner.

At the pedagogical council, the speech therapist and educator report the results of the examination and collectively discuss the choice of a typical program and options for its implementation, taking into account the capabilities of children. The presented speech material should be correlated with the level of phonetic, phonemic and general speech development of children. Excessive speech loads can adversely affect the correction process.

Classes aimed at developing the correct coherent speech of children (clarification and expansion of vocabulary, improvement of the grammatical structure of speech) are held throughout the year by both the educator and the speech therapist.

The process of education and training in kindergarten provides for a certain range of knowledge about the world around and the corresponding volume of vocabulary, speech skills and abilities that should be learned by children at this age stage.

It should be noted that a speech therapist and an educator, working on the development of children's speech, do not replace, but complement each other.

The educator focuses on the program material offered for a given age level of children in a preschool educational institution of a general developmental type. He teaches the native language in the classroom and guides the development of children's speech outside of classes in everyday life (in games, at home, on walks), taking into account the peculiarities of the speech development of children. The process of learning the native language has some originality.

At the beginning of training, the educator mainly uses methods and techniques for the development of speech that do not require a detailed statement of children. Thus, the visual method of teaching is widely used, for example, excursions, introducing children to certain objects, showing pictures and videos. The use of verbal teaching methods comes down mainly to reading works of art to children, the stories of the educator, and conversations. The teacher pays much attention to the development of dialogic speech. This includes various forms of questions and answers: short answer, long answer (somewhat later), understanding various options questions, the ability to maintain a conversation with the interlocutor. At the same time, in the second half of the year, much attention is paid to the development of the main types of monologue speech.

The content of speech therapy classes, organization and methodological techniques are determined by the goals of correctional education, taking into account specific ideas and speech experience accumulated by children in the process of the teacher's work in sections of the program. The efforts of the speech therapist are aimed at eliminating the gaps that children have in the field of inflection, word formation and insufficient mastery of prepositional case management.

The speech therapist's work on the dictionary is selective, it includes the accumulation and clarification of words (nouns and adjectives) that have a diminutive meaning, understanding and correct use of prefixed verbs in speech; practical accumulation of related words, acquaintance with the most common cases of polysemy of words, practical acquaintance with words that have the opposite meaning.

The main goal of lexical tasks is to teach children to use words correctly and meaningfully in spontaneous speech, to exercise children in compiling phrases and sentences. First, the models offered by the speech therapist are used, and then independently. Much attention is paid to improving the practical skill of using a simple common sentence in speech. For speech therapy classes, certain groups of words and syntactic constructions are selected, in the formation of which children most often make grammatical errors. Change exercises are used case forms noun depending on the preposition or question; to change the grammatical forms of the number of nouns; number, person and tense of verbs, as well as the correct use of verb forms when combined with personal pronouns. Particular attention is paid to the correct agreement of adjectives with nouns in indirect cases, the agreement of ordinal numbers with nouns. Gradually learned types of speech structures are included by the speech therapist in work on coherent speech, using special methodological techniques. Particular attention is required to the selection and grouping of various visual and verbal material, gaming exercises, didactic games that provide practical mastery of the skills of grammatically correct speech.

In order to increase the corrective value of vocabulary work, special exercises are widely used that develop a focus on the semantic and sound side of words, the ability to notice common and various morphological elements of the studied lexical units.

The main areas of work of a speech therapist and educator under this program are the formation of a full-fledged phonetic language system in children, the development of phonemic perception and initial sound analysis skills, the automation of auditory pronunciation skills and abilities in various situations, the development of skills to change the prosodic characteristics of independent statements depending on speech intentions.

The formation of the sound side of speech is considered not as an end in itself, but as one of the necessary means of educating sound culture as a whole, developing coherent speech and preparing children for the successful mastery of the written form of speech, and developing the language ability of the child.

The speech therapy work provided for in the program is based on theoretical provisions on the role of full-fledged phonemic processes in the development of speech and the formation of writing and reading (R. E. Levina, A. A. Leontiev, A. R. Luria, N. I. Zhinkin and etc.).

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

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

The joint activities of a speech therapist and educator are organized in accordance with the following goals:

1. Improving the efficiency of correctional and educational work

2. Exclusion of duplication by the educator of speech therapist classes

3. Optimization of the organizational and content aspects of the correctional and pedagogical activities of a speech therapist and educators

Since the time of corrective classes with children in the conditions of a speech center in a kindergarten is strictly limited, and speech therapy classes cannot include all the lexical and grammatical material, it is very important to interact with other specialists accompanying a child with speech disorders: a psychologist, a music worker, a physical education instructor, educators for the speedy elimination of speech impairment.

Educators whose children are enrolled in a speech therapy center are provided with information on the results of corrective work at a certain stage in order to prevent speech disorders, thereby stimulating them to continue this work in a group. In turn, educators share with the speech therapist their observations of the child's speech in the group (outside of speech therapy classes) at this stage. The program of joint actions for a week with each child is adjusted.

When correcting and shaping sound pronunciation, the work of an educator and the work of a speech therapist differ in organization, methodological techniques, and duration. The main difference: a speech therapist corrects speech disorders, and the teacher under the guidance of a speech therapist actively participates in the correctional process, helping to eliminate the speech defect. In their work, they are guided by general didactic principles: the principles of consistency and consistency; principle of individual approach

The principle of consistency and consistency involves the adaptation of the content, methods and techniques of the educator's work to the requirements imposed by the tasks of a particular stage of speech therapy work. The phasing in the work of a speech therapist is due to the fact that the assimilation of the elements of the speech system proceeds interconnectedly and in a certain sequence. Given this sequence, the educator selects for his classes the speech material accessible to the children, which contains the sounds they have already mastered and, if possible, those that have not yet been studied are excluded.

The principle of an individual approach involves taking into account the speech characteristics of children. This is due to the fact that children have speech disorders of different severity and structure, as well as the non-simultaneity of their correction in speech therapy classes. This principle requires the educator to know about the initial state of speech of each child and the level of his actual speech development, and, consequently, to use this knowledge in his work.

In turn, the teacher-speech therapist in the classroom focuses on the correction of sound pronunciation. A speech therapist in his classes works out material with children on pronunciation, sound analysis, teaches the elements of literacy, and at the same time introduces children to certain lexical and grammatical categories.

The speech therapist directs the work of the educator to expand, clarify and activate vocabulary, assimilate grammatical categories, and develop coherent speech. But if the child's grammatical structure, vocabulary, coherent speech are not sufficiently developed, then the educator includes the improvement of these aspects of speech in his work plan. The teacher plans his work taking into account the program requirements and speech abilities of children. The teacher is obliged to know the individual deviations in the formation of the child's speech, hear its defects, pay attention to the purity of pronunciation, and also include the components of correctional assistance in the general educational process of his group.

The teacher conducts classes on the development of speech, familiarization with others according to a special system, taking into account lexical topics; replenishes, clarifies and activates the vocabulary of children, using regime moments for this; controls the sound pronunciation and grammatical correctness of children's speech during the entire time of communication with them.

The speech therapist maintains a close relationship with the teachers of the preparatory and senior groups, whose children attend remedial classes. He constantly informs them about what sounds are set in a particular child, asks them to correct children in groups in order to automate the set sounds in speech. Each group has a folder "Speech therapist to help the educator", which the speech therapist replenishes with didactic speech material, speech games for development phonemic hearing and perception, so that educators, if possible, use this material in their work.

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

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

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

Summing up, we can say that the work of the educator and speech therapist is coordinated as follows:

1. A speech therapist forms primary speech skills in children, selects material for his classes that is as close as possible to the topics studied by children in classes with educators;

2. When conducting classes, the teacher takes into account the stages of speech therapy work carried out with the child, the levels of development of the phonetic-phonemic and lexico-grammatical aspects of speech, thus reinforcing the formed speech skills.

Thus, only close contact in the work of a speech therapist and educator can help eliminate various problems. speech problems at preschool age, and hence further full-fledged education at school.