YouTube presentation of a game for the speech development of children. Speech games on the way home

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Target: Introduce parents to each other, speech therapist and speech group educators; to form parents' motivation to solve the problems of remedial education; arouse a desire to cooperate with a speech therapist and educators.

Equipment: Tables and chairs arranged in a semicircle voice recorder for children, paper, pens, colored pencils.

Proceedings of the meeting

Speech therapist: Good evening, dear parents! You may not all know each other yet. I suggest you get acquainted. Now each in turn will name his first name and patronymic, the name and surname of the child. For example: “I, Elena Alexandrovna, Ivanov Vanya’s mother.”

We met. Now, dear parents, I suggest you complete a small task: trace the outline of your hand with a pencil, write the name of your child one letter on each finger, and then decipher the letters, noting the qualities of his character. In the center of the palm, draw a symbol - who is the child in the family for you (sun, flower, bunny, bell).

After coming home, talk to the child, show your creativity and tell about your feelings for him. They need it! Now let's all talk about the feelings we have for our children. (Answers of parents on assignment).

Children are the most precious thing in our lives. These are our bunnies, suns, flowers. You have such a treasure - one and only. And you trust us with your sun. And it turns out that we have the best, most beloved and only 20. You and I have one goal - to make the life of your children more interesting and richer and to help develop all the qualities necessary for a child for school. Dear parents of our students! We are very glad to see you at the parent meeting of our group, because we understand that this common goal of ours cannot be achieved without an alliance with you, without your support and help. What should be our union? What can we as adults do for children to make their lives better? kindergarten was joyful, rich and interesting? These are the questions we will answer today.

Our group is called speech or speech therapy.

Speech therapy is the science of speech disorders, their correction through special education and upbringing.

The term "speech therapy" is derived from the Greek words "logos" (speech, word), "peideo" (educate, teach). What does it mean "education of speech" in translation. A specialist in speech correction (or “speech education”) is called a speech therapist. In our group, in addition to educators, a speech therapist deals with children.

Which children are included in the speech therapy group? These are children who have problems with the development of speech. According to the results of the psychological-medical-pedagogical commission, our pupils have the conclusion of the ONR. ONR is a speech disorder in which the formation of various components of speech is disrupted in children: sound pronunciation, vocabulary, grammatical structure, coherent speech. Therefore, all the work of the teachers of our group differs from the work in the mass groups of the kindergarten in that it is aimed at overcoming these disorders.

Namely, work with children is carried out in the following areas:

Formation of the correct sound pronunciation;

Development of articulatory movements - movements of the organs of speech (lips, cheeks, tongue);

Improvement of phonemic processes, i.e. the ability to distinguish by ear the sounds of speech, syllables, words in speech, similar in sound, articulation;

Improving the grammatical structure of speech;

Enrichment, activation of the vocabulary of speech;

The development of fine motor skills of the hands, i.e. finger movements (scientists have proven that the development of small finger movements is interconnected with the development of speech areas of the brain); preparation of the hand for writing;

The development of coherent speech, which implies the ability to compose stories, retell texts, recite poems, riddles, proverbs;

Improvement of the prosodic side of speech, including the development of diction, expressiveness of speech, correct breathing, work on the correct stress, tempo of speech.

All of the above work is carried out in a group in the form of classes with all children, in subgroup classes, in individual work. In addition, educators work on the development of speech every day, using regime moments, walks, free activities of children and everyday communication with them.

Work in speech therapy groups is divided into 3 periods depending on the time and corrective tasks. On the this moment time lasts I period of study. One of the main tasks of this period is the examination of children's speech, which is carried out in September. The examination of speech was carried out with each child separately, the results of the examination and questioning of parents were entered into the children's speech cards.

Now I'll tell you a little about the classes. Subgroup classes are divided into:

Classes on the formation of the lexical and grammatical structure;

Classes on the formation of coherent speech;

Literacy preparation classes.

Classes on the formation of the lexical and grammatical structure of speech are built on topics. For every week school year has its own theme, for example - clothes, shoes, autumn, animals. All week, children with educators expand their ideas on the topic, and with a speech therapist on the material of this topic they expand the dictionary, perform grammar exercises.

To consolidate the material at home, you will be given notebooks. Here, too, the entire notebook is built according to the thematic principle. How to work with notebooks, let's stop further.

In the classes on the development of coherent speech, we will learn to compose descriptive stories, stories based on plot pictures, stories based on a series of plot pictures, we will learn to compose retellings. Our children now do not know how to tell, they do not know how to retell. We will study.

In the preparatory classes for literacy, we will get acquainted with sounds and letters, sound-letter analysis of words, analysis of sentences.

To consolidate the material, we will study in notebooks.

In individual lessons, work is carried out mainly to correct incorrect sound pronunciation. It includes the formation of correct speech breathing, articulatory gymnastics, the production of sounds and the automation of the delivered sounds in speech. To do this, we will need to have common notebooks. They will record articulatory gymnastics exercises for disturbed sounds and exercises to automate delivered sounds.

For correct pronunciation the sounds of our language, proper speech breathing is necessary. Various exercises are used to form it, for example, you can blow a piece of cotton from your palm.

Articulatory gymnastics are exercises aimed at developing the muscles of the articulatory apparatus, that is, the tongue, lips, cheeks.

Automation of delivered sounds occurs on syllables. Words, phrases and sentences.

Everything I told you about our work in kindergarten. But please don't think that all this is enough for the child to start speaking correctly. It all depends on you, dear parents, on your attitude. After all, all the main work on automating sounds and consolidating new knowledge falls on you at home. What we will do here is not enough, it will be necessary to do a lot at home. If you are interested in your child's speech to improve significantly, you need to deal with him daily. It won't take long. On the way home from kindergarten, ask your kid: what did he do in kindergarten? Listening to his story, pay attention to the correct pronunciation of the corrected sounds. At home, read the task in a speech therapy notebook, practice articulation gymnastics in front of a mirror, work on speech material for at least 10-15 minutes. Do not forget to bring speech therapy notebooks with completed assignments to kindergarten every Monday. Please keep notebooks clean, do not complete tasks for the child. Do everything together.

What are the advantages of having your child attend a speech therapy group?

Correction of sound pronunciation;

Formation of competent, expressive speech;

Development of fine motor skills of hands, preparation of a hand for writing at school;

Enhanced preparation for school through additional classes in the development of speech, reading and writing, graphics;

Individual approach to the child;

Improving the mental processes of perception, attention, memory, imagination and thinking.

In the end, I would like to note that only in close cooperation between the family and teachers, it is possible to achieve a good, high-quality and relatively quick result in the correction and development of the child's speech.

The article tells the parents of first-graders about what the concept includes speech readiness for school, what requirements the elementary school imposes on the speech of a first-grader and readiness to master literacy, how unformed knowledge and skills in the field of speech development can affect the assimilation of subjects such as writing and reading.

Topic of the speech: “Speech readiness for school. Difficulties of first-graders with speech deficiencies in teaching reading and writing.

The purpose of the speech: To draw the attention of parents to the shortcomings of speech in children, to reveal the impact of these shortcomings on academic performance, primarily in the Russian language and reading.

To acquaint parents with the concept of "speech readiness" and the requirements elementary school to the development of speech of first graders.

Consider the problems that students with low speech readiness may have.

Determine the role of parents in the formation of oral and written speech of students.

Every parent is looking forward to the long-awaited and responsible moment when their beloved baby goes to first grade. Getting into school is extremely important point in a child's life. With the arrival at school, the habitual way of life for the child changes - he moves to a new, previously unknown world. A preschooler becomes a schoolboy.

The carelessness, carelessness, immersion in the game characteristic of preschoolers are replaced by a life filled with many requirements, responsibilities and restrictions. Now the child must go to school every day, work systematically and hard, observe the daily routine, obey the various norms and rules of school life, fulfill the requirements of the teacher, and do what is determined in the lesson. school curriculum, diligently do homework, achieve good results in school.

But has everything been done to ensure that the child is ready for schooling? Is his speech developed enough? After all, his success in mastering absolutely all subjects of the school curriculum will depend on this!

Garipova Zemfira Airatovna,
teacher-speech therapist MAOU OSSH №3,
city ​​of Beloyarsky Khanty-Mansi Autonomous Okrug

Literature:

1. Akhutina, T.V. Diagnosis of speech disorders in schoolchildren using neuropsychological methods: a guide for speech therapists and psychologists / T.V. Akhutina, T.A. Fotekova. - M., 2002.
2. Burgumenko, E.A. Readiness of children for school: Diagnosis of mental development and correction of its unfavorable options: methodological development for school psychologist/ E.A. Burgumenko - M., 1990.
3. Vlasova, T.A. Methods for examining speech disorders in children: Sat. scientific tr. / T.A. Vlasova, I.T. Vlasenko, G.V. Chirkin. - M., 1982.
4. Kashe, G.A. Preparation for school of children with speech defects / G.A. Kashe. - M., 1985.
5. Kravtsova, E.E. Psychological problems of children's readiness for learning at school / E.E. Kravtsova. - M., 1983
6. Kuznetsova, V.G. Fundamentals of special psychology / V.G. Kuznetsova. - M., 2002.

PARENT MEETINGS OF THE SPEECH THERAPIST TEACHER IN THE OHP GROUP

The success of remedial education is largelydetermined by how well organizedcontinuity in the work of a speech therapist, educatorsand parents. Currently in speech therapypractice, there are stable forms of workwith parents who are enoughefficient. First organized meetingspeech therapist with parents is held at the end of Septemberrow. At this meeting, the speech therapist illuminates the accessform the following questions:

The need for a dedicated
teaching children in a speech therapy grouppy.

Analysis of the results of psychological and pedagogicalexamination of children.

Organization of the work of a speech therapist and educatorduring a year.

Information about the content of speech therapy andeducational activities in the first period of studyniya.

At this meeting, it is useful to providethe opportunity to listen to taperecordings of speech utterances of children during the primarynom survey.

The experience of communicating with parents shows that theirattitude to speech defects of children is ambiguousbut: some see only flaws in pronunciationindividual sounds (r, l, s, sh), others believe that everything will “correct itself by school” and only under pressureWith the help of specialists, they brought the child to the group.Therefore, the firstgray-haired speech therapist, when he should be in an accessible and safetell and show in a dative form (usechewing samples written works students with disgraphics) Negative influence not enough sphoracontrolled speech on the process of mastering childrendiploma. At the same time, it is necessary to emphasizethe idea that it is the early detection of speechhowling pathology and providing children with timelyassistance will help prevent difficulties inlearning at school. Thus, the speech therapist substantiatesnecessitates discovery and existence beforeschool speech therapy groups.

Then he talks about the features of speechdevelopment of each child, emphasizing the strengthnye and weaknesses, paying attention to parentslei on possible complications in the process of correctionrational learning.

Much attention is paid to lightingissues related to the organization of children's lives inconditions of a special kindergarten. Parentsmust know the mode of work in a group, the requirements for children throughout the entire stayin the garden. Revealing the tasks and content of speech therapylectures, a speech therapist introduces (selectively)methods of pedagogical influence, it is necessaryfor the implementation of differentiatedapproach to each child. Especially the speech therapistteas the role of parents in the complex of psychological and neDagogic events:

a) unity of requirements to the child;

b) control over the execution of tasks;

in) assistance in the design of a child's notebook, games,
didactic material;

d) active participation in all activities, held for parents in kindergarten (fromindoor classes, holidays, parent meetingsniya, design of a group room, stands for parents, etc.).

Thus, the speech therapist creates an installation forconscious inclusion of parents in the correctionion process.

Throughout the academic year, regularlyparents are consulted. The speech therapist shows the techniques of individual correctionnoah work with the child, emphasizes it is difficultsti and successes, suggests what is needed aboutget attention at home. Every child hasown notebook, where the content of logopedic work. Parents are explained how to draw up this notebook, they are given an imagehomework tasks (sketchesobjects, gluing decals, forwriting poems, stories, etc.). Notebook allwhere should be neat and well-formedNoah. It is also one of the moments of pedagogicalimpact.

It is recommended to conduct a series of interviews forresearchers on topics related to the peculiarities of reproductionnutrition and education of children.

Sample Topics conversations:

1. Speech violations and the reasons them arose venia .

Psychological peculiarities children With systemic violations speeches .

Brief tips parents , having children With ONR 1- th level . Upbringing and education child ka With general underdevelopment speeches .

Teach children observe .

What do , if at child bad memory ?

How develop auditory perception at children .

Movable games in system corrective
work .

The game - best assistant in classes Withchild mi at home .

Need whether parents hurry With learning
children reading ?

How learn memorize poems ?

How and what read children Withgeneral underdevelopment tiem speeches ?

Gaming exercises , developing petty motility child .

Work - the most important means in correction but - educational work With children at home .

14. We teach children to tell.

Parents benefit from visitingopen classes of a speech therapist and educator. They arecarried out systematically 1 time in 2-3 months. Roparents get the opportunity to follow the successmi children, to see their difficulties in communicating with comradescabbage soup, to observe the conduct of security mocops, organization gaming activity etc.In the middle of the academic year, the 2nd birth is heldbody assembly. It sums up the workyou for the 1st semester. Briefly illuminated by dynamiteas the speech progress of each child, definetasks and content of classes are divided in afterthe next period of study, the requirements for speech detei. The role of each family in the system is assessedcomplex impact. At this time, the speech pathologistcan already predict the final outcome of logopaeducational work, to orient parents regarding the further stay of the child in childrenskom garden or school.

The 3rd parent meeting is planned in conyear. It sums up the results of the entire correctionwork. An analysis of the re-examination is given.speech of children, recommendations for their furthermu education (in kindergarten, at school). Organithere is a solemn graduation of children, where eachhas the opportunity to showcase hisinfantry.

A cycle of speech therapy speeches at parent meetings in the senior speech therapy group.

Parent Meeting #1 .
Topic: “The specifics of teaching and educating children in a speech therapy group. The role of the family in overcoming speech defects.
Time spending : I period of study, October.
Implementation plan :








Content.



In speech therapy groups, specialized work is carried out with children in the following areas:

- development of articulatory movements, movements of the organs of speech (lips, cheeks, tongue);





- improvement of the prosodic side of speech, including the development of diction, expressiveness of speech, correct breathing, work on the correct stress, tempo of speech.

Do not think that speech defects will disappear by themselves over time. To overcome them, systematic, long-term corrective work is needed, in which parents play a significant role, since the child spends more time at home with people close to him. Parents should form the right attitude towards speech disorder The child has:

- implement positive attitude child to classes with teachers.

Note that there are certain rules work in home notebooks:

- all tasks are completed.

5. What are the advantages of your child attending a speech therapy group? It:

- correction of sound pronunciation;





- improvement of mental processes of perception, attention, memory, imagination and thinking.

6. Training for parents "Articulation gymnastics".


Parent meeting number 2.
Topic : “Speech therapy work in the II period. The relationship between the work of the family and the speech therapist.
Time spending : II period of study, February.
Plan:
1. Structure speech therapy work:

- individual work with children.

Content.
1. Speech therapy work with children is carried out daily: 4 days a week speech therapy frontal classes with all children; Private lessons are held daily. Schedule individual work with children is at the information stand in the group.
What frontal classes represent, you could see on open lesson on the development of coherent speech in November. In the second period (December-March), the following types of frontal exercises are held:
Lexico-grammar lessons. For a week, a certain lexical topic is taken, within the framework of which the work is carried out:

- learning to answer complete sentences to the question posed, etc.

Game with parents.

- A, U, K, T, M, P, K; - PA, MA, KA, IT, ISH, IK;
- HOUSE, TOM, COM.

The development of fine motor skills of the hands occurs on frontal exercises and in individual work in the form finger gymnastics, in the classes on fine arts, in the classes of educators according to the schedule in senior group, according to the letter in the preparatory group for school.
Game with parents.

finger game"A family":
This finger is a grandfather
This finger is a grandmother,
This finger is dad
This finger is mom
This finger is me
That's my whole family!

Another goal of speech therapy work is the development of motor speech skills in children, which are carried out in the form of logarithmic exercises and dynamic pauses. For example, in the classroom on the topic "Wild animals ...

Parent meeting number 1.
Topic: “The specifics of teaching and raising children in a speech therapy group. The role of the family in overcoming speech defects.
Time of carrying out: I period of study, October.
Plan of the event:
1. What is "speech therapy"? What is a speech pathologist?
2. Features of speech therapy work:
- the content of speech therapy work;
- forms of speech therapy.
3. Familiarization of parents with the results of examination of the speech of children of the senior speech therapy group.
4. The role of the family in overcoming speech disorders in children.
5. The positive aspects of teaching and raising children in speech therapy groups.
6. Training for parents "Articulation gymnastics".
Content.
1. Speech therapy is the science of speech disorders, their correction through special training and education.
The term "speech therapy" is derived from Greek words“logos” (speech, word), “peideo” (educate, teach). What does it mean "education of speech" in translation. Accordingly, a specialist engaged in speech correction (or “speech education”) is called a speech therapist.
2. How does the work of teachers of speech therapy groups differ from work in mass groups of a kindergarten?
In speech therapy groups, specialized work is carried out with children in the following areas:
- the formation of the correct sound pronunciation;
- development of articulatory movements,
- movements of the organs of speech (lips, cheeks, tongue);
- improvement of phonemic processes, i.e. the ability to distinguish by ear the sounds of speech, syllables, words in speech, similar in sound, articulation;
- improvement of the grammatical structure of speech;
- enrichment, activation of the vocabulary of speech;
- development of fine motor skills of the hands, i.e. finger movements (scientists have proven that the development of small finger movements is interconnected with the development of speech areas of the brain); preparation of the hand for writing;
- the development of coherent speech, which implies the ability to compose stories, retell texts, recite poems, riddles, proverbs;
- improvement of the prosodic side of speech, including the development of diction, expressiveness of speech, correct breathing, work on the correct stress, tempo of speech.
All of the above work is carried out in speech therapy groups in the form of classes with all children, on subgroup lessons, in individual work. In addition, educators work on the development of speech every day, using regime moments, walks, free activities of children and everyday communication with them.
3. Work in speech therapy groups is divided into 3 periods depending on time and corrective tasks. At the moment, the first period of training lasts. One of the main tasks of this period is the examination of children's speech, which is carried out in September. The examination of speech was carried out with each child separately, the results of the examination and questioning of parents were entered into the children's speech cards. Acquainted with speech cards possible in individually. What did the examination reveal?
Of course, violations of sound pronunciation (whistling, hissing sounds, sounds L and R). But, in addition, common to all children of the group is a violation called General Underdevelopment of Speech III level. This violation is characterized by such features as the unformed grammatical structure of speech, a poor vocabulary, the inability to compose a complete story with detailed sentences, and the imperfection of grammatical processes. Of course, within the framework of this disorder, the level of speech development of all children is different. You can learn more about the results of the survey on an individual basis after the meeting.
4. What is the role of the family, parents in overcoming speech disorders in children?
Do not think that speech defects will disappear by themselves over time. To overcome them, systematic, long-term corrective work is needed, in which parents play a significant role, since the child spends more time at home with people close to him. Parents should form the correct attitude towards a speech disorder in a child:
- do not scold the child for incorrect speech;
- unobtrusively correct incorrect pronunciation;
- do not focus on hesitations and repetitions of syllables and words;
- to carry out a positive attitude of the child to classes with teachers.
In addition, parents themselves must learn how to perform and show the child simple articulation exercises to prepare the speech apparatus for the correct sound pronunciation. Parents should pay special attention to homework. The speech therapist writes down advice, comments and recommendations on an individual basis.
I note that there are certain rules for working in home notebooks:
- notebooks are picked up for the weekend, returned on Monday;
- tasks for the development of fine motor skills of hands (drawing, shading, etc.) are performed with pencils;
- all speech material must be worked out, i.e. parents should achieve the correct and clear performance of the task by the child, even by memorization;
- assignments should be read to the child;
- all tasks are completed.
It is necessary to take into account the importance of the child's speech environment. Parents should monitor the correctness of their own speech. Speech should be clear, concise, literate, expressive. Read poems, fairy tales, riddles more often at home, sing songs. On the street, watch birds, trees, people, natural phenomena, discuss what you see with your children. Avoid frequent TV viewing, especially adult content. Play with your child, establish verbal, emotional contact.
5. What are the advantages of your child attending a speech therapy group?
These are: - correction of sound pronunciation;
- formation of competent, expressive speech;
- teaching reading (from the III period of the senior group) and writing in the preparatory group;
- development of fine motor skills of the hands, preparation of the hand for writing at school;
- enhanced preparation for school through additional classes on the development of speech, reading and writing, graphics;
- individual approach to the child;
- improvement of mental processes of perception, attention, memory, imagination and thinking.
I would like to note that only in close cooperation of the family and teachers, it is possible to achieve a good, high-quality and relatively quick result in the correction and development of the child's speech. Continuity in the work of the family and kindergarten is carried out through individual consultations, visual information for parents and in classes that parents can attend by agreement with teachers.
6. Training for parents "Articulation gymnastics".
Articulation gymnastics is performed with a child in front of a mirror. The child repeats articulation exercises after the adult, the mirror serves as a means of controlling his own articulation.
At the training, parents repeat the basic articulation exercises after the speech therapist, preparing the child's speech apparatus for staging disturbed sounds and developing his mobility.
Parent meeting number 2.
Topic: “Speech therapy work in the II period. The relationship between the work of the family and the speech therapist.
Time: II period of study, February.
Plan:
1. The structure of speech therapy work:
- lexical and grammatical classes;
- classes on the development of coherent speech;
- classes in sound pronunciation;
- individual work with children.
2. Features of working with homework in children's notebooks.
3. The results of speech therapy work at this stage.
4. Questions of parents, individual conversations with parents.
Content.
1. Speech therapy work with children is carried out daily: 4 days a week speech therapy subgroup classes with all children; Private lessons are held daily. The schedule of individual work with children is on the information stand in the group.
What subgroup classes represent, you could see at an open lesson on the development of coherent speech in November. In the second period (December-March), the following types of subgroup classes are held:
Lexico-grammar lessons. For a week, a certain lexical topic is taken, within the framework of which the work is carried out:
- to expand and activate the vocabulary of children;
- to practice the correct use grammatical categories(changing nouns by gender, number, case; the use of verbs in different times; agreement of nouns with adjectives and numerals in gender, number, case);
- on the allocation of prepositions in speech, the formation of an understanding of their meaning;
- on learning to answer in full sentences to the question posed, etc.
Classes for the development of coherent speech include teaching children to retell; storytelling from a picture or a series of pictures, according to a plan; memorization of poems; guessing and learning riddles.
Compared to the first period, pronunciation classes have been added, in which children learn sounds and letters. There is a difference between the concepts of sound and letters: "We hear and speak the sound, but we see and write the letter." Sounds are vowels and consonants. In the classroom, children learn to distinguish between vowels and consonants. In addition, the concepts of a word and a syllable are introduced (a word is a part of speech that has a semantic meaning; a syllable is a part of a word that has a vowel sound, but does not have a semantic meaning).
These classes develop phonemic hearing(i.e. children learn to distinguish sound by ear, isolate it from speech) in the form of exercises. For example. “Say a word”, “Repeat a series of sounds, words in the same order”, “Say the opposite” (deaf - voiced or hard - soft sounds), etc.
Game with parents.
"Catch the sound" (selection of sound from the scale, syllable, word sequence).
“As soon as you hear the sound “K”, clap your hands, catch it:
- A, U, K, T, M, P, K;
- PA, MA, KA, IT, ISH, IR;
- HOUSE, TOM, COM.
Attention! We call consonant sounds and letters not “KE, ME, SE ...”, but “K, M, S ...”. The correct name is to prevent errors in learning to read (“MAMA, not “MeAMeA”).
The development of fine motor skills of the hands takes place in subgroup classes and in individual work in the form of finger gymnastics, in classes in fine arts, in the classes of educators according to the schedule in the older group, according to writing in the preparatory group for school.
Game with parents.
Finger game "Family":
This finger is a grandfather
This finger is a grandmother,
This finger is dad
This finger is mom
This finger is me
That's my whole family!
Starting with the little finger, we bend the fingers one at a time. Rhythmically we squeeze our fingers into a fist. Movement must be accompanied by words. First, we do gymnastics with one hand, then with the other, then with both hands.
Another goal of speech therapy work is the development of motor speech skills in children, which are carried out in the form of logarithmic exercises and dynamic pauses. For example, in a lesson on the topic "Wild Animals of Our Forests", you can make such a dynamic pause:
We run like bunnies
Like foxes we will run
And like a lynx on soft paws,
And like a big horned elk.
Moving in a circle, children imitate the movements of animals, necessarily accompanying them with speech. This contributes to the effective development of speech, the consolidation of words in active dictionary children.
As for individual work, it is carried out in the following areas:
- checking, working out homework;
- consolidation of materials of frontal classes;
- development of mental processes of perception, memory, imagination, thinking, attention;
- articulation exercises;
- correction of sound pronunciation, including staging, automation of sound, its differentiation from sounds similar in sound.
Sounds are set and automated in a certain order: C - Z - L - W - F - R.
2. Work in home notebooks.
The material that is studied during the week in the classroom is given home for consolidation in the form of various exercises. For children, they are new, so they must be read by parents to the end, explained and worked out under parental supervision. Once again, I would like to emphasize that the child must draw, hatch, cut, paste in notebooks with his own hand. An adult can show, explain how to complete the task. Do not try to make an exemplary notebook out of a notebook, the main thing is that the child trains his hand, develops fine motor skills, and prepares his hand for writing.
As for sound pronunciation, the more often you practice, the faster the corrected sound will be fixed in speech. Exercise should ideally be daily. The task of a speech therapist is to set the sound, automate it in syllables, words, but if homework is not enough, then there may not be noticeable progress. The work of automating corrected sounds can be compared to sports: the result depends on training.
3. In general, after a period of time from September to February, progress in the speech development of children is already noticeable. These are corrected sounds in the speech of children; this is the desire of children to work in the classroom, speak out, answer questions (which is called speech motivation); Children learn to listen and hear what is said to them. Do you think the language development of children has changed? How is it shown?
4. Parents' questions to the speech therapist. Individual conversations with parents on work in home notebooks. Working with the sound pronunciation screen as a means of monitoring the sound pronunciation work.
Parent meeting number 3.
Topic: "The results of speech therapy work for the 2007/2008 academic year."
Time: III period of study, May.
Plan:
1. Results of work for the year.
2. Tasks for the summer.
3. Individual conversations with parents.
Content.
1. At the end of the school year, there are 12 children in the group, of which 1 child is released into a mass kindergarten with corrected speech. The results of the work on the correction of sound pronunciation are as follows.
Rotacism (violation of the pronunciation of the sound "P"): was 10, fixed 5, in the automation stage 3; Lambdacism (violation of the pronunciation of the sound "L"): was 8, corrected 5, under automation 4;
Whistling sigmatism (violation of the pronunciation of the sounds "C, Z"): was 8, corrected 5, in the automation stage 3;
Hissing sigmatism (violation of the pronunciation of the sounds “Sh, Zh”): 12 were, 6 were corrected, 2 are being automated.
During the year, planned work was carried out at subgroup, individual lessons on sound pronunciation, on the development of coherent speech, on the development of the lexical and grammatical side of speech. Consolidation of the knowledge gained in the classroom occurred when doing homework.
By the end of the school year, children learned the basics of sound-letter analysis (sound extraction at the beginning, middle, end of words), learned how to read syllables and simple words. The children's coherent speech improved: they learned to determine the sequence of events in a story, to compose a story based on a plan, and to answer a question in full sentences. These skills will improve over the next year. In the classroom, the children practiced the correct use of grammatical forms of speech (word games “What is missing?”, “1, 2, 5”, “One is many”, “Call it affectionately”, etc.). At each lesson there were games for the development of fine motor skills of hands and speech-motor exercises. In the process of speech therapy work, exercises were carried out to develop proper breathing and the tempo-rhythmic side of speech.
In general, there are positive changes in the speech development of children, in the development of mental processes. Thus, verbal negativism in the behavior of children disappeared. Children are not afraid of speech errors, willingly make speech contact, actively participate in classes.
2. In the summer it is recommended to continue the development of speech at home.
It:
- Reading fairy tales, stories, poems by children's writers A.S. Pushkin, A.N. Tolstoy, S.Ya. Marshak, S. Mikhalkov, N. Nosova, J. Rodari, G.Kh. Andersen, the Brothers Grimm and others.
- Development of fine motor skills of hands, i.e. cutting with scissors, working with plasticine, drawing in “coloring books”, working with special copybooks for children 5-6 years old
- Sound pronunciation is fixed in work on notebooks, in addition, parents exercise control over automated sounds in the child's normal speech.
3. Individual conversations with parents. Working with the sound pronunciation screen as a means of monitoring the sound pronunciation work.

materials parent meeting

"What do parents need to know about the problems of speech development of children?"

Target: pedagogical education of parents on the problem of speech development of children preschool age

Plan of the event:

Opening speech.

Causes of delayed speech development.

Problems of speech development of preschool children.

Speech alphabet for parents and preschoolers (advice of a speech therapist).

Educational box.

1. From the explanatory dictionary:speech - this is one of the types of human communicative activity - the use of language tools to communicate with other members of the language community. Speech is understood as the process of speaking ( speech activity), and its result (speech products fixed by memory or writing).

2. Mastering speech is a complex multilateral mental process. Its emergence and further development depends on many factors. Speech begins to form only when the brain, hearing, speech motor apparatus have reached a certain level of development.

In order for a child to have - and later develop - speech, a speech environment is necessary. In addition, it is important that he himself has a need to use speech.

Many parents believe that their baby has everything the necessary conditions for development, but why, some problems still arise. One thing is clear -"some" speech problems - delayed speech development.

Ideally, by the age of two, a child already has a decent vocabulary (from 100 to 300 words), he actively builds sentences from two to four words, uses various parts of speech. Sometimes there is no speech at all, or the vocabulary is very small.

For attentive parents, the diagnosis of "delayed speech development" is given to babies under three years old. In addition to the obvious social reasons for such a delay (no one communicates with children as much as is necessary for full development), the reasons may be somatic. The child may for some time lag behind in speech development if the mother had an unfavorable course of pregnancy or childbirth (for example, fetal hypoxia or asphyxia, rapid or prolonged labor). If in the first years of life the baby was often sick, had reduced immunity or chronic diseases, significantly lags behind peers in terms of weight, height or indicators of motor development - it also falls into the risk group for RRR. Traumatic brain injuries and serious intoxications also affect the development of speech.

3. A delay in speech development in a child is a lag behind the norm in the speech development of children under the age of four. Children with speech delays learn language skills just like other children, but the age range is significantly shifted.

Unfortunately, delayed speech development is sometimes a guarantee speech problems and at an older age, but even in this case, the early start of classes with the child, if not solve all his problems, then at least mitigate the manifestation speech defects in future.

ONR - general underdevelopment of speech.

This is not a diagnosis at all, but rather a speech therapy conclusion. Any child can have speech underdevelopment. In general, OHP is a violation of all components of speech - phonetics, grammar, vocabulary: syllabic structure words (the child rearranges the syllables "kolomo" instead of "milk", "titics" instead of "watch"), sounds are pronounced incorrectly (not one or two, but five, ten, twelve). OHP comes in three levels.

1 level of speech development

it is characterized by a complete or almost complete lack of means of communication in children with OHP at an age when speech communication skills are basically formed in a normally developing child. Phrasal speech in such children is almost completely absent; when trying to talk about an event, they can only name individual words or 1-2 heavily distorted sentences.

The main contingent of preschoolers in the OHP groups are children with levels 2 and 3 of speech development.

At the 2nd level of speech development

communication is carried out not only with the help of gestures and incoherent words, but also by using fairly constant, albeit very distorted in phonetic and grammatical terms speech means. Children begin to use phrasal speech and can answer questions, talk with an adult in a picture about familiar events in life. However, children with this level of speech development practically do not speak coherent speech.

Most common in children 5-6 years of age with ONR3 level speech development. Children already use extended phrasal speech, but at the same time, phonetic-phonemic and lexical-grammatical shortcomings are noted. They are most clearly manifested in different types of monologue speech - description, retelling, stories based on a series of paintings, etc.

The limited vocabulary, the lag in mastering the grammatical structure of the native language makes it difficult to develop coherent speech, the transition from a dialogic form of speech to a contextual one.

Speech therapists, defectologists, psychologists and neurologists are sounding the alarm aboutunderdevelopment of speech , focusing on the fact that the overall psychological development of the child and the formation of the sphere of interpersonal interaction depend on it. The development of the cognitive processes of the child also depends on the development of speech: memory, thinking, attention, imagination.

Phonetic and phonemic underdevelopment is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes. Correct speech is one of the indicators of a child's readiness for schooling, the key to successful mastering of literacy and reading: written language is formed on the basis of oral, and children suffering from underdevelopment of phonemic hearing are potential dysgraphics and dyslexics (children with writing and reading disorders).

How can we adults help children with various speech disorders?

4. Tips from a speech therapist.

Articulation gymnastics

- this is gymnastics for the lips, tongue, lower jaw. Teach your baby to open and close his mouth in front of the mirror, lift his tongue up, make it wide and narrow, and hold it in the correct position.

Fast speech is not acceptable in a conversation with a child

. Speak clearly, clearly, naming objects correctly, using both "children's" and "adult" words (This is a bb car. But the dog - wow! ). Control the baby's speech, do not let him speak quickly.
Always tell your child about what you see. Remember that if everything around you is familiar and familiar, then the baby needs to be introduced to everything that surrounds us. Explain to him that the tree is growing, the flower is growing, why there is a bee on it. It depends on you whether your baby will be developed.

The main components of beautiful speech: correctness, clarity, intelligibility, moderate pace and loudness, richness of vocabulary and intonational expressiveness. This is how your speech should be.

Breathing exercises

important in the development of the speech of preschoolers. Teach your child to blow in a thin stream on light toys, balls, boats on the water (you can’t inflate your cheeks!)

If the child is 3 years old, he must be able to speak in phrases. The absence of phrasal speech indicates a delay in speech development, and the absence of words at 3 years of age indicates gross violations of general development.

Gestures complement our speech. But if the babyinstead of speech uses gestures, do not try to understand it without words. Pretend you don't know what he wants. Encourage him to ask. The longer you understand the "sign" speech of the child, the longer he will be silent.

"Golden mean" - that's what you need to strive for in the development of the child, i.e. back to normal. Look at the child. Is he different from his peers? Do not overload it with information, do not speed up its development. Until the child has mastered his native language, it is too early to learn a foreign language.

Illustrations in children's books

, appropriate for the age of the child, is an excellent tool for the development of speech. Consider illustrations with him, talk about what (who?) Is depicted on them; let the kid answer the questions:where? who? which? what is he doing? what colour? what form? Ask questions with suggestionsover, under, over and etc.

left-handedness

- this is not a deviation, but an individual feature of a person, laid down in the prenatal period, and does not accept retraining. This can lead to neurosis and stuttering.

fine motor skills

- this is usually called the movement of the hands and fingers. The better the fingers are developed, the better the speech is developed. Therefore, strive to develop the muscles of the baby's hand. Let it be finger massage, games like "Magpie, Magpie", then games with small objects under your control, lacing, modeling, buttoning, etc.

You can not work with a child if you have Bad mood

. It is better to postpone the lesson even if the baby is upset or sick with something. Only positive emotions provide efficiency and high performance.

Daily regime

very important for a small child, especially a hyperactive one. Constant overexcitation nervous system, insufficient sleep leads to overwork, overstrain, which, in turn, can cause stuttering and other speech disorders. If the baby does not sleep well, you can put a sachet (pouch) with valerian root at the head of the bed. You can also use natural oils that have a calming effect.

The nipple is harmful

if the baby sucks it for a long time and often. Firstly, he has a high (Gothic) palate, which negatively affects the formation of correct sound pronunciation. Secondly, the nipple interferes with verbal communication. Instead of speaking words, the child communicates through gestures and pantomime.

Mental development

is inseparable from speech, therefore, while studying with a child, it is necessary to develop all mental processes: thinking, memory, speech, perception.

Folklore

- the best speech material accumulated by the people for centuries. Nursery rhymes, sayings, tongue twisters, poems, songs develop the speech of children and are perceived with pleasure by them. Tongue twisters develop diction. But first they must be pronounced in slow pace, in front of a mirror, clearly pronouncing each sound, then increase the pace.

General underdevelopment speech (ONR) is often found in those children who spoke late: words - after 2 years, a phrase - after 3. You can talk about OHP when the child has underdevelopment of all components of speech: sound pronunciation is impaired, vocabulary is limited, phonemic hearing is poorly developed, the grammatical structure of speech is broken.

Imitation is common to all babies, so try, if possible, to limit the child's communication with people who have speech disorders (especially stuttering!).

Only complex impact various specialists (speech therapist, doctor, educators, parents) will help to qualitatively improve or correct complex speech disorders - stuttering, alalia, rhinolalia, ONR, dysarthria.

ATTENTION, parents! The sooner work is started to overcome speech disorders in children, the more effective the results will be!

5. Pedagogical box.

Reminder for parents.

Dear parents! We bring to your attention a number of games that can be used to develop the speech of children!

Development auditory attention and phonemic awareness

Determining the sound of toys. Take 3 - 5 toys that sound differently (bell, pipe, rattle, squeaking and clockwork toys :), invite the child to examine them and listen to what sounds they make. Then take the child to the side (3-5 meters), turn your back to the toys and reproduce the sound of one of them. The baby should come up and point to the sounding toy (name) (play its sound.

Identification of the voices of family members, birds, animals.

Determination of sounds and noises coming from the street (cars, tram, rain :)

Moving objects according to the task, for example, take a bear from the table and put it on the sofa (on a chair, on a shelf, under a wardrobe :)

Familiar toys, pictures, objects are laid out on the table. Invite the child to look at them carefully, and then give you 2 items at once. In the future, the task can be complicated: ask to submit 4 items at the same time, etc.

Repetition of combinations of sounds and syllables: A, U, I, A-U, A-I, O-A, TA, PA, TA-TA, MA-MA-MA, TA-MA-SA, etc.

Repetition of words, phrases, small sentences. To complicate things: the child stands with his back to the speaker and repeats all the phrases after him, keeping their number and order.

Breathing and voice exercises

Blow off finely chopped colored pieces of paper, cotton wool from the table:

Blow on the sticks lying on the table, pencils of various shapes and lengths, trying to move them from their place

Blow on plastic and paper toys floating in a bowl, plate, bowl of water

Inflate rubber balls, paper and plastic bags, blow into a pipe, whistle.

Blow soap bubbles

Articulation exercises

- for the face: puff out the cheeks, make the face cheerful, surprised:

- for the lips: protrusion of the lips with a tube, clicking with tightly compressed lips

- for the tongue: show a wide and narrow tongue, licking the upper and lower lips, moving the tongue to the right and left, clicking the tongue ("horse")

Development of correct onomatopoeia

Sound imitation: rocking a child (ah-ah), a locomotive hums (ooh-ooh), a child's cry (wah-wah-wah), a scream in the forest (ay-ay)

Imitation of the voices of birds, animals (meow, mu, qua, pee, ha ha)

Imitation of the sounds of transport (beep, knock-knock, tick-tock)

Exercises for the development of fine motor skills

Sorting through cereals, peas, beans, picking out garbage, spoiled grains.

Sort the buttons by size, color, shape:

Sort the coins by size.

Put on and take off gloves and mittens.

String beads, rowan berries on a thick thread, wire.

Working with plasticine, pencils, brushes. Designing.

fairy tale games

At home, all family members can participate in such games.

"Guess the name of the story"

All participants alternately throw the ball to each other and name the first word or syllable of the conceived fairy tale. The one who caught the ball guesses and pronounces the full name.
Sivka: Zayushkina: Skate: Ugly: Frost: Princess: Geese: Boy: Red: Tiny: Duy: Flower:
Scarlet: Golden: Bremen: Doctor:

"What's extra?"

One of the players names several words that are found in the conceived fairy tale, and one does not apply to this fairy tale. Other players guess the fairy tale and name an extra word.
Fox, hare, hut, palace, dog, rooster (fairy tale "The Fox and the Hare").
Grandfather, grandmother, granddaughter, turnip, cucumber (tale "Turnip").
Masha, ducks, Vanyusha, Baba Yaga, geese - swans (fairy tale "Geese - swans").
Emelya, an old man, a pike, sons, a swan, Marya the princess (the fairy tale "At the command of a pike").
An old man, a fish, an old woman, a washing machine, a trough ("The Tale of the Fisherman and the Fish").

Fun alphabet.

This group of games helps children to learn a lot of new things from the life of words, to replenish vocabulary, knowledge about the language.

ball game"Say the opposite."

Winter is summer, Heat is cold, Truth is a lie, Rich man is poor, Bitter is sweet, Useful is harmful:

"Magic wand fairy dictionaries"

To play, you need a "magic" wand. One end of the wand reduces, and the other increases.
An adult player calls a word, then touches one of the children with a stick. Baby calls given word either diminutive or magnifying, depending on the end of the stick that was touched to the child.
House - house - house, Bridge - bridge - bridge, Rain - rain - rain, Cat - cat - cat:We wish you pleasant leisure!

Purpose of the event: development of cooperation and activation of parents of pupils of the preschool educational institution, through the expansion of pedagogical, psychological and speech therapy knowledge.

Tasks:

• To give an idea of ​​such speech disorders as "Dyslalia" and "Mild degree of dysarthria";
• Introduce games aimed at developing fine motor skills, phonemic hearing, articulatory apparatus and the correct type of breathing;
• Introduction to development games emotional sphere, positive self-esteem of preschool children;
• Creating a positive emotional background during joint activities parents and children.

Equipment:

Event plan:

1. Filling out questionnaires for parents.
2. The game "Tangle".
3. Speech by a speech therapist teacher “The concept of “Dysarthria” and “Dyslalia”, the causes of their occurrence”;
4. "Creative moment with children" (development of sensorimotor skills);
5. Element of logarithmics "Electric train";
6. « fun zoo» (stations);
7. Scream like an animal game
8. Make an image of an animal;
9. Reflection, summing up.

Organizing time:

• Parents were offered a questionnaire, the purpose of which was to find out the attitude of parents to the speech defects of their child, whether there is a desire and attitude to cooperate with a speech therapist teacher of a preschool educational institution.
• free communication of parents and children with each other.
• individual conversation with the specialists of the preschool educational institution at will.

Meeting progress:

1. After all the parents have gathered, the kindergarten teacher-speech therapist opens the living room, welcoming parents and children. Offers to "get acquainted":
The game "Tangle"
Target: introduce the participants of the living room to each other, evoke positive emotions and relieve tension, stiffness.
Equipment: soft and cute toy.
Game progress : adults form a circle in the center of the hall, in front of each parent is his baby. The speech therapist gives one of the kids a toy with the words: “Hello, I'm Mishka-Toptyzhka. I really, really like to get acquainted with such cute, smart kids and their kind parents. I would very much like to get to know you. And you? Please tell me your name and the name of your mother (dad) ”(this is how all the guys take turns getting to know the bear).

2. After meeting, the speech therapist teacher conducts a theoretical seminar for parents about the most common types of speech disorders: a mild form of dysarthria and dyslalia (concept, causes, forms, manifestation features).
At this time, the teacher organizes a lesson with children, where children, together with an adult, can make crafts or perform creative work"Gifts of Autumn"
Target: development of small muscles of the hands and fingers.
According to the finished template, the guys cut out an apple or a pear, select napkins according to the color. Then the napkins are torn off, squeezed and glued to the base of the fruit.

3. Journey to the "Merry Zoo", takes place on an impromptu train (an element of logorhythmics). At the stations of the zoo, adults and children will perform a variety of tasks and exercises that can be used at home.
Element of logarithmics
Target: development of a sense of tempo and rhythm in children, imitation and attention.
Description. Parents and children become a "train" for a speech therapist teacher. The speech therapist reads the poem, accompanying it with movements through the text.

We are on the train:
"Hurrah, hurrah, hurrah!"
Knocking, knocking wheels:
“Ta-ta! Ta-ta! Ta-ta!”
Flicker past the pines
And ate, and at home.
Knocking, knocking wheels
"Yes Yes! Yes Yes! Yes Yes!"
And in the zoo there are foxes
Both elephant and camel.
We will come to the zoo
How fun is it here!

In order to divide all parents into 2 groups, they are given "tickets" consisting of 2 colors. The color of the ticket corresponds to the color of the "station" of the zoo.

4. The entire space of the hall is divided into 2 "stations", where the teacher-speech therapist and the educator are located. On each table there is a soft toy, it will meet the kids.

1 table - "Let's meet the baby elephant"
This station features:

Target: teach parents how to do the exercises correctly.

These exercises are shown by the teacher-speech therapist himself with the help of the logopedic simulator "Speech therapy frog".

Target: to draw the attention of parents to the type of breathing of children, to show parents a set of breathing exercises for the development of a targeted air stream.

Equipment:

"Leaves". The child takes the leaf by the thread, gently blows until the leaf deflects back.

"Ships". For this task, you need a basin of water and light plastic toys or paper boats. The task of the children is to “send” their boat to the other side (in the form of a competition)

Tasks:
Choose pictures with a certain sound;
Make up a sentence with these pictures;

In what part of the word is the sound hidden (beginning, middle, end of the word)

Games:
"Noisy Boxes"- these can be ordinary boxes in which it is poured different kinds groats, nails, buttons, in general, something that sounds differently. The kid closes his eyes, and the adult makes noise with these boxes in front of the child's ear (for a start, 2 boxes are taken). After the child opens his eyes and once again listens to the boxes, remembering which box was the first.

"Beating the Rhythm"- an adult beats a certain rhythm on the table with a pencil or fingers, and the child must repeat after him.

Table 2 "Let's get acquainted with the camel." This station presents the teacher's game for the development of positive self-esteem in preschool children

"I'm in the sun"
A child and an adult draw the sun. Instruction: "On each ray of the sun, write the positive qualities of the child." The child voices all his rays, the adult helps him by writing down these qualities.
At the end of the "journey" adults with children sit down in their places.
The speech therapist greets the "travellers" and offers to choose envelopes with a new, interesting task.
Children choose envelopes with pictures of animals and birds.

Exercise: to the team (parent + child) lay out an animal or a bird from a split picture and show how this animal screams, show its behavior. Note: if someone finds it difficult what sound to pronounce, on reverse side pictures is placed "hint". The pictures are selected taking into account the most common speech disorders of children, for example, the growling of a tiger: “Rrrrr”, the hissing of a snake: “Shhhhh”.

At the end of the pedagogical living room, the educator conducts a reflection with the parents: he proposes to analyze the results joint work, evaluate and make suggestions. Parents are given "Reminders" with the main set of articulation exercises, advice from a speech therapist teacher.

Applications:

Bibliography

1. Wiesel T.G. How to return speech? - M., 2001.
2. Speech therapy: Textbook for students defectol. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. - M.: 2003.
3. Martynova R.I. Comparative characteristics children suffering light forms dysarthria and functional dyslalia // Reader in speech therapy: Tutorial for students of higher and secondary specialized pedagogical educational institutions: In 2 vols. T1./ Ed. L.S. Volkova and V.I. Seliverstov. - M.: Humanit. Ed. Center VLADOS, 1997.
4. Osmanova I.S. Games and exercises for children 5-6 years old. SPb., 2007.
5. Pay F.F. Techniques for correcting phoneme pronunciation deficiencies // Fundamentals of the theory and practice of speech therapy. - M., 1968.
6. Filicheva T. B. and others. Fundamentals of speech therapy: Proc. allowance for students ped. in-t on spec. "Pedagogy and psychology (preschool)" / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. - M .: Education, 1989.
7. Fomicheva M.F. Teaching correct pronunciation. - M., 1971.
8. Pozhilenko E.A. "Articulation gymnastics" - St. Petersburg, 2009

Parent meeting speech therapist

1. Speech therapy is the science of speech disorders, their correction through special training and education.

The term "speech therapy" is derived from the Greek words "logos" (speech, word), "peideo" (educate, teach). What does it mean "education of speech" in translation. Accordingly, a specialist engaged in speech correction (or “speech education”) is called a speech therapist.

2. The group conducts specialized work with children in the following areas:

Formation of the correct sound pronunciation;

Development of articulatory movements, movements of the organs of speech (lips, cheeks, tongue);

Improvement of phonemic processes, i.e. the ability to distinguish by ear the sounds of speech, syllables, words in speech, similar in sound, articulation;

Improving the grammatical structure of speech;

Enrichment, activation of the vocabulary of speech;

The development of fine motor skills of the hands, i.e. finger movements (scientists have proven that the development of small finger movements is interconnected with the development of speech areas of the brain); preparation of the hand for writing;

The development of coherent speech, which implies the ability to compose stories, retell texts, recite poems, riddles, proverbs;

Improving the prosodic side of speech, including the development of diction, expressiveness of speech, correct breathing, work on the correct stress, tempo of speech.

Individual approach to the child;

Improving the mental processes of perception, attention, memory, imagination and thinking.

All of the above work is carried out in the form of classes with all children, in subgroup classes, in individual work. In addition, educators work on the development of speech every day, using regime moments, walks, free activities of children and everyday communication with them.

3. What is the role of the family, parents in overcoming speech disorders in children?

Do not think that speech defects will disappear by themselves over time. To overcome them, systematic, long-term corrective work is needed, in which parents play a significant role, since the child spends more time at home with people close to him. Parents should form the correct attitude towards a speech disorder in a child:

Do not scold the child for incorrect speech;

Unobtrusively correct incorrect pronunciation;

Do not focus on hesitations and repetitions of syllables and words;

To carry out a positive attitude of the child to classes with teachers.

In addition, parents themselves must learn how to perform and show the child simple articulation exercises to prepare the speech apparatus for the correct sound pronunciation. Parents should pay special attention to homework. The speech therapist writes down advice, comments and recommendations on an individual basis.

I note that there are certain rules for working in home notebooks:

Notebooks are picked up for the weekend, returned on Monday;

Tasks for the development of fine motor skills of hands (drawing, shading, etc.) are performed with pencils;

All speech material must be worked out, i.e. parents should achieve the correct and clear performance of the task by the child, even by memorization;

Assignments should be read to the child;

All assignments are completed.

It is necessary to take into account the importance of the child's speech environment. Parents should monitor the correctness of their own speech. Speech should be clear, concise, literate, expressive. Read poems, fairy tales, riddles more often at home, sing songs. On the street, watch birds, trees, people, natural phenomena, discuss what you see with your children. Avoid frequent TV viewing, especially adult content. Play with your child, establish verbal, emotional contact.

I would like to note that only in close cooperation of the family and teachers, it is possible to achieve a good, high-quality and relatively quick result in the correction and development of the child's speech. Continuity in the work of the family and kindergarten is carried out through individual consultations, visual information for parents and in classes that parents can attend by agreement with teachers.

4. Training for parents "Articulation gymnastics", development of speech breathing.

Articulation gymnastics is performed with a child in front of a mirror. The child repeats articulation exercises after the adult, the mirror serves as a means of controlling his own articulation.

At the training, parents repeat the basic articulation exercises after the speech therapist, preparing the child's speech apparatus for staging disturbed sounds and developing his mobility. Several exercises for the development of speech breathing.

5. Speech therapy work with children is carried out 2 days a week (literacy and speech development). The rest of the time is devoted to individual work with children.

Lexico-grammar lessons. For a week, a certain lexical topic is taken, within the framework of which the work is carried out:

By expanding and activating the vocabulary of children;

By practicing the correct use of grammatical categories (changing nouns by gender, number, case; using verbs in different tenses; agreeing nouns with adjectives and numerals in gender, number, case);

By highlighting prepositions in speech, forming an understanding of their meaning;

For learning to answer in full sentences to the question posed, etc.

Classes for the development of coherent speech include teaching children to retell; storytelling from a picture or a series of pictures, according to a plan; memorization of poems; guessing and learning riddles.

In pronunciation classes, children learn sounds and letters. There is a difference between the concepts of sound and letters: "We hear and speak the sound, but we see and write the letter." Sounds are vowels and consonants. In the classroom, children learn to distinguish between vowels and consonants. In addition, the concepts of a word and a syllable are introduced (a word is a part of speech that has a semantic meaning; a syllable is a part of a word that has a vowel sound, but does not have a semantic meaning).

In such classes, the development of phonemic hearing is carried out (i.e. children learn to distinguish sound by ear, isolate it from speech) in the form of exercises. For example. “Say a word”, “Repeat a series of sounds, words in the same order”, “Say the opposite” (deaf - voiced or hard - soft sounds), etc.

Game with parents.

"Catch the sound" (selection of sound from the scale, syllable, word sequence).

“As soon as you hear the sound “K”, clap your hands, catch it:

A, U, K, T, M, P, K;

PA, MA, KA, IT, ISH, IR;

HOUSE, VOLUME, COM.

Attention! We call consonant sounds and letters not “KE, ME, SE ...”, but “K, M, S ...”. The correct name is to prevent errors in learning to read (“MAMA, not “MeAMeA”).

The development of fine motor skills of the hands occurs in the frontal classes and in individual work in the form of finger gymnastics, in the classes on fine arts, in the classes of educators on the schedule in the older group, on writing in the preparatory group for school.

Game with parents.

We went for a walk in the yard

One, two, tee, four (Bend fingers one at a time)

Five,

We went into the yard (“They go” on the table with the index

Walk. and middle fingers)

They sculpted a snow woman, (“They mold” a lump with two palms)

Birds with crumbs (“Crush bread” with all fingers)

fed,

From the hill we then (Lead with the index finger of the right hand

Skated, palms of the left hand)

And also in the snow (They put their hands on the table, then one,

Were lying around. then the other side)

Everything in the garden is covered in snow

Came (Shake off palms)

We ate soup and went to bed. (Movement with an imaginary spoon,

hands under the cheek)

Another goal of speech therapy work is the development of motor speech skills in children, which are carried out in the form of logarithmic exercises and dynamic pauses. For example, in a lesson on the topic "Wild Animals of Our Forests", you can make such a dynamic pause:

We run like bunnies

Like foxes we will run

And like a lynx on soft paws,

And like a big horned elk.

Moving in a circle, children imitate the movements of animals, necessarily accompanying them with speech. This contributes to the effective development of speech, the consolidation of words in the active dictionary of children.

As for individual work, it is carried out in the following areas:

Checking, working out homework;

Consolidation of materials of frontal classes;

Development of mental processes of perception, memory, imagination, thinking, attention;

Articulation exercises;

Correction of sound pronunciation, including staging, automation of sound, its differentiation from sounds similar in sound.

Sounds are set and automated in a certain order: C - Z - L - W - F - R.

6. Work in home notebooks.

The material that is studied during the week in the classroom is given home for consolidation in the form of various exercises. For children, they are new, so they must be read by parents to the end, explained and worked out under parental supervision. Once again, I would like to emphasize that the child must draw, hatch, cut, paste in notebooks with his own hand. An adult can show, explain how to complete the task. Do not try to make an exemplary notebook out of a notebook, the main thing is that the child trains his hand, develops fine motor skills, and prepares his hand for writing.

As for sound pronunciation, the more often you practice, the faster the corrected sound will be fixed in speech. Exercise should ideally be daily. The task of a speech therapist is to set the sound, automate it in syllables, words, but if homework is not enough, then there may not be noticeable progress. The work of automating corrected sounds can be compared to sports: the result depends on training.

7. Parents' questions to a speech therapist. Individual conversations with parents on work in home notebooks. Working with the sound pronunciation screen as a means of monitoring the sound pronunciation work.

Yes, knowing mistakes is useful and often necessary. But you need to point out them with extreme caution. This applies especially to the correction of sound and speech errors, since the child may not immediately pronounce the set sound in all cases. You should not notice every mistake momentarily, demanding correction. Sometimes you can fix it in parallel, giving the child correct pattern. In some cases, a game system of penalties is introduced and for an incorrectly pronounced word, it must be repeated correctly 3 (5) times. It is good to define a "place" in the house correct speech”, where the child should try to pronounce the delivered sounds correctly, and gradually expand it. Finally, try to make comments against the background of general approval. If you cannot do without censure, then you need to try to express them in the form of dissatisfaction with the “action”, and not with the child as a whole.

You can invite parents to remember themselves as children. How long have they themselves not been able to write a letter, sweep the floor cleanly, hammer in a nail? Now these things seem easy to them. So, when we show and impose this “simplicity” on a child who is really having a hard time, we are acting unfairly. The child has the right to be offended. You can give an example with a one-year-old baby who is learning to walk. Here he takes the first uncertain steps. With each step, he hardly maintains balance, sways, and tensely moves his arms. But he is happy and proud! Few parents would think to teach: “Is this how they walk? See it right! Well, what are you all swinging? How many times have I told you not to wave your hands! Well, go through again, and to do it right! Comic? Ridiculous? But just as ridiculous are any criticisms directed at a child who is learning to do something.

Often, faced with a child's unwillingness to do anything, some parents take the path of "bribery". This path is very dangerous, not to mention the fact that it is not very effective. You need to make every effort to arouse the interest of the child. You can force him to memorize tasks mechanically, but such a "science" will settle into dead head cargo. At some point, it may be necessary to take a risk and let the child have negative experiences in the form of censure of the teacher, making fun of friends, etc.

When communicating with a child, it is necessary to avoid the words no, it is impossible, imperative advice, ready-made solutions, criticism, reprimands and accusations. The first and main way is to try to pay attention to the positive aspects of the child's behavior. Do not be afraid that words of approval will spoil it. At the same time, try to use the pronouns I, me, instead of you. For example, “I’m glad that you’re doing well!”, and not “What a great job you are!” It is better to punish a child by depriving him of what is good than by doing him bad. Therefore, you need to have a stock of "pleasures", traditions, big and small holidays.

The arguments of the parents that “no one bothered with us so much, and nothing, they grew up” are now inappropriate. The volume of requirements for children entering school has grown. The child must be able to speak. He must already be reading, writing, possessing learning skills. So the work needs to start now. And for these classes to be successful it is necessary:

1. Determine a clear time for classes. To do this, on the clock, together with the child, you can make a “mark” indicating the start of classes. The rule of studying at a certain time must be followed daily, and not from case to case. This is a time for the development of the child by you and with you. Self-organization of parents is very important, because. there is always "1000 Urgent Cases". The order of importance is chosen by the parent. And in this choice they can help known fact that it takes many times more time and effort to correct what was lost in the correction of speech and the upbringing of children.

2. For each age, classes should be regulated: 10-15 minutes - for children of the younger group;

15-20 minutes - for children of the middle group;

20-30 minutes - for children of the older group.

3. By the time of class, pre-study the task (do not do this with the child). Allocate what part of the task to complete in game form(on the way, in the kitchen, in transport, etc.), and on what you need to “sit” in front of the mirror, at the table at the set time. Anticipating a refusal, use alternative questions, such as: “What will we do first - learn a tongue twister or make up a story?”. Adult speech should be clear and concise.

4. Conduct classes in the form of a game or during the game. With young and middle-aged children, try not to use direct instructions “Say!”, “Repeat!”.

5. Carry out the current correction gently and not authoritatively.

6. Introduce variety into classes, surprise moments, try to respond in an adequate way to the situation (with a joke, recording on a tape recorder, taking “photographing”, etc.). You can try to complete the task "for the company" with a peer, brother, sister.

7. Reinforce the child's achievements with praise and joyful exclamations. Emphasize that you enjoy working with him.

8. Parents - to have patience, endurance, a desire to help their child succeed.

Thus, a properly organized system of interaction between a speech therapist and parents will allow them to become more literate, consciously and effectively participate in the process of correcting the speech of children and their upbringing.

It is necessary that they learn the following thought: if now the children decide that there is nothing terrible in the unfulfilled task, that they forgot to bring a notebook to kindergarten, and their parents condoned them, then in the future none of the adults will be able to demand firm compliance with school rules.

The most important thing that parents should understand is that without their participation, support, the result of the work will be minimal.