Theme of the issue
"Prospects for teaching children with disabilities"
Index
Institutions and authors mentioned in the issue
Institutions:
- 2nd preschool department of the State Budgetary Educational Institution “School No. 1909 named after hero Soviet Union A.K. Novikov, Moscow
- GBOU "School No. 498", Moscow
- GBOU "School No. 1566", Moscow
- GBU VO "TsPPiSP", Vladimir
- GBU TsSSV "Academy of the Family", Moscow
- GBU TsSSV "Scarlet Sails", Moscow
- GBU TsSSV "Our House", Moscow
- GKU TsSSV "Yunona", Moscow
- MADOU d / s "Alyonushka", pos. Sosnovka Beloyarsky district Tyumen region., KhMAO-YUGRA
- MADOU CRR - d / s "Fairy Tale", work. settlement Krasnye Baki, Nizhny Novgorod region
- MBDOU d / s No. 1, Apsheronsk, Krasnodar Territory
- MBDOU d / s No. 7, pos. Precepts of Ilyich Khabarovsk Territory
- MBDOU d / s No. 14, Krymsk, Krasnodar Territory
- MBDOU d / s No. 18, Krymsk, Krasnodar Territory
- MBDOU d / s No. 35, Sergiev Posad, Moscow Region
- MBDOU d / s No. 105 "Antoshka", Prokopyevsk, Kemerovo Region
- MBDOU d / s No. 124, Cherepovets, Vologda region
- MBDOU CRR - d / s No. 156, Cheboksary, Chuvash Republic
- MDOU d / s No. 10, Bogoroditsk, Tula region
- School for children with disabilities "Blago" GBPOU "Technological College No. 21", Moscow
- Akhmetshina Anastasia Alekseevna
- Bobyleva Elena Vladimirovna
- Wedding Valentina Nikolaevna
- Volkonskaya Tatyana Viktorovna
- Germanovichene Elena Nikolaevna
- Dzhengurova Larisa Nikolaevna
- Zhuzma Alina Nikolaevna
- Zapyantseva Vera Ivanovna
- Ivanenko Olga Valerievna
- Kirillova Rosa Alexandrovna
- Kleimenova Daria Alexandrovna
- Kuznetsova Svetlana Adolfovna
- Kukushkina Evgeniya Borisovna
- Martynenko Svetlana Mikhailovna
- Sevostyanova Anna Nikolaevna
- Strygina Elena Nikolaevna
- Tikhonova Elena Alexandrovna
- Trunova Iya Vasilievna
- Fetisova Maya Valentinovna
- Shishkina Svetlana Anatolievna
- Shmakova Marina Vyacheslavovna
- Shmakova Maria Igorevna
- Shuba Svetlana Vasilievna
- Shchelkunova Elena Pavlovna
Editor-in-chief column
- Tantsyura S.Yu. Prospects for teaching children with disabilities
Room guest
- Martynenko S.M. Learn to see the present and predict the future
Master Class
Research
Sevostyanova A.N. Study of the sound-producing side of speech in orphans of preschool age with intellectual disability
The article describes the sound pronunciation of orphans with intellectual disabilities. Provided comparative analysis sound pronunciation of children with normal development and children with disabilities.
New forms of work
Kuznetsova S.A., Venchalnaya V.N. Visiting Hen Ryaba. Lesson on the development of speech with elements of non-traditional drawing techniques with young children with disabilities
The article presents the experience of developing the speech of young children with disabilities using the Russian language. folk tale and non-traditional drawing techniques.
We propose to discuss
Zhuzhma A.N. Walk through the winter forest. Lesson on the differentiation of prepositions on and under for children 4-6 years old with OHP
The article presents different types exercises for understanding and differentiating prepositions for children with general underdevelopment speech, work with spatial concepts.
methodical living room
Ivanenko O.V. Cognitive and research activities in speech therapy classes with children with OHP
The article presents tasks for search and research activities for pupils senior group with OHP in accordance with the lexical and thematic plan, examples of conversations are given. The introduction of such tasks into speech classes will help increase attention, interest, and motivate children to speech activity.
Working with preschoolers
We invite you to practice
Bobyleva E.V. An incredible journey into a fairy tale. Lesson on the differentiation of sounds (s) - (s ') for children 4-5 years old
This article presents a lesson on the differentiation of sounds [s] - [s'] using the Russian folk tale "Geese-Swans", practical exercises for their automation and differentiation.
Shmakova M.V., Shmakova M.I. stress. Lesson in the preparatory group for school
The article presents a lesson with various types games and exercises that can be used in individual, subgroup and frontal classes with preschoolers and younger students.
Leisure and entertainment
Trunova I.V. Our guest brownie Kuzya. Lesson on the development of the lexical and grammatical structure of speech
The article presents a lesson for children of the senior group of a compensatory orientation on the development of lexical and grammatical categories on the topic "Food".
Kirillova R.A. Cheerful country Read-playing. Speech therapy leisure in the preparatory group for school
Speech therapy leisure can be used both in speech therapy and general education groups. During practical activities children learn the elements of literacy.
Games and equipment
Germanovichene E.N. Sound lock. Author's manual for children 4-6 years old
The article describes Toolkit"Sound Castle", presented practical material to create a developing educational environment that meets the requirements of the Federal State Educational Standard, to consolidate the pronunciation of sounds in children.
Volkonskaya T.V. Vocabulary development games for children with OHP
The article presents the experience of developing and enriching the vocabulary using games aimed at activating speech, forming logical thinking.
Strygina E.N. Grammar magic. Lesson using games to teach literacy for children 5-7 years old
The article presents a lesson on teaching literacy using games that combine motor gymnastics and exercises for the development of spatial perception.
Shishkina S.A. Toy-talker Logo-game complex for children aged 3-5 years with disabilities
The article presents the author's development - a speech therapy toy used in individual and subgroup speech therapy classes. With its help, a speech therapist teacher creates a game situation, while solving correctional and developmental tasks.
Interaction with family
Dzhengurova L.N. Mini-crosswords as one of the forms of interaction between parents and children
The article presents practical experience use of mini-crossword puzzles as one of the forms of interaction with parents. mini-crosswords can be used as part of a lesson or part of a leisure activity.
Kukushkina E.B. Parent conference on the development of children's speech
The article presents the cooperation of a speech therapist with parents within the framework of the conference, sets of exercises for the development of speech are given.
Fetisova M.V. Why are we silent? Let's start talking! From the experience of organizing work with parents of non-speaking children
The article is devoted to the formation of speech in non-speaking children with STD. Two aspects of work are revealed: medical and rehabilitation and correctional and pedagogical.
We work with schoolchildren
Corrective work methodology
Akhmetshina A.A. Individual adapted program of speech therapy work with schoolchildren with ASD
The article reflects the specifics of the organization of psychological and pedagogical support for the family of a student with autism spectrum disorders. Special attention devoted to the development of individual adapted program as part of the activities of a speech therapist.
Actual!
For a young speech therapist
Zapyantseva V.I. Retelling of the story by L.N. Tolstoy "Smart Jackdaw". Lesson in the senior group
The article presents a lesson on retelling the work using reference pictures. The development of the grammatical structure of speech with the help of various exercises is given.
Secrets of the profession
Kleimenova D.A., Tikhonova E.A. Cryotherapy in the classroom with preschoolers with intellectual disabilities
The article describes cryotherapy − effective method development of tactile sensations, classes with elements of cryotherapy are given.
Good Pages
Shuba S.V. Individual lesson with a non-speaking child with cerebral palsy
The article presents the experience of working with children with severe speech disorders and cerebral palsy. The described playing techniques allow you to activate the innervation of muscle movements, develop expression.
Shchelkunova E.P. One two three four five. Author's game for older preschoolers
The proposed game for the differentiation of sounds helps older preschoolers in the correction of sound pronunciation, forms a grammatical structure.
funny pages
Children say...
I love going to kindergarten. There are a lot of interesting things there: friends, toys, and they also teach us to draw and make books for junior group. Dima, 6 years old
I have many friends in kindergarten. But my favorite friend is a speech therapist. I learned how to say R. Sergey, 5 years old
I'm already an adult. I am 4 years old. I work in the garden. I can dance and play cars. And I go to work with a speech therapist. We are learning a fairy tale about the tongue. Vitaly, 4 years old
I am 5 years old. I know letters. I go to the garden. It's interesting in the garden, it's fun there, because the speech therapist gives us homework. Both me and dad draw vegetables and fruits in the album. Dad does it better because he speaks well. Roma, 5 years old
Did you know
The right to education. State guarantees for the realization of the right to education in the Russian Federation
In order to realize the right of every person to education, federal government bodies, organs state power the constituent entities of the Russian Federation and local governments create the necessary conditions for the receipt of high-quality education without discrimination by persons with handicapped health, to correct developmental disorders and social adaptation, providing early corrective assistance based on special pedagogical approaches.
Federal state standards and federal state requirements. Educational standards
Federal state educational standards and federal state requirements provide:
- continuity of the main educational programs;
- variability of the content of educational programs of the corresponding level of education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students.
Organization of education for students with disabilities
3.3 Analysis of the results of the experimental speech therapy work(control experiment)
At the stage of the control experiment, which was conducted in April 2009 on the basis of the MDOU "Children's Salt No. 133", the results of experimental speech therapy work on the development of word-building skills in older children were analyzed preschool age with obliterated dysarthria.
For the survey, the method of E.F. Arkhipova (1) (Appendix 2) was used, which we used at the stage of the ascertaining experiment.
Individual, general and mean group values were analyzed. The performance of tasks by the children of the experimental group is presented in table No. 3.
Qualitative-quantitative analysis of the performance of tasks is presented as follows.
From the above data, it can be seen that almost all children scored the same points. The highest total score in two children (20%) - (Andrey I., Ksyusha T.). They scored 23 points. Children coped well with word formation tasks of qualitative, relative and diminutive adjectives and nouns, and with the word formation task for baby animals, where they showed a level above the average (3 points). However, word formation task possessive adjectives Andrey I. performed at a level below the average, which corresponds to 1 point. He made mistakes in such words as (a hill of ice - an ice hill; the sun is a pine day; this one erases - this one has already washed - instead of already erased, etc.).
Only one child (10%) - (Sasha D.) received 22 points for completing tasks. He showed a high result in the task of word formation of diminutive nouns (4 points).
Katya K. - (10%) scored 19 points during the survey, but she had difficulties in performing tasks on the differentiation of verbs formed in the prefixal way (mother sewed a button - mother embroidered a button), word formation of feminine professions and differentiation of owl verbs. and nesov. type (this one is taking off, and this one is already “taking off”; this one is eating, and this one is still eating). This is probably due to the insufficient development of vocabulary.
20% of children (Masha K. and Olya P.) during the survey scored the same total scores (18 points). In many respects, their answers coincide, but there are also significant differences. Olya P. and Masha K. with assignments for the differentiation of the verbs of owls. and nesov. appearance, word formation of feminine professions and the differentiation of verbs formed in the prefixal way coped at a level below the average (cuts hair - socks; plays football - ball). They received a mark of 3 points for the task of forming diminutive nouns.
20% of children (Kostya P. and Olya P.) scored 16 points. The highest indicator (3 points) in Kostya P. is observed when completing the task for the formation of relative adjectives. However, he showed a level below the average (1 point) when completing the task on word formation of qualitative, possessive, diminutive adjectives, word formation of feminine professions and differentiation of owl verbs. and nesov. kind. Therefore, further correctional and speech therapy work must be carried out with him.
20% of children (Vanya M. and Sveta L.) scored the same total marks - 17 points. Vanya M. has a level above the average (3 points) when performing tasks on the formation of possessive adjectives and the formation of diminutive nouns. Sveta L. scored 1 point for all indicators: the exceptions are the tasks for word formation of diminutive nouns, the formation of the names of young animals and the word formation of feminine professions. For their implementation, Sveta L. received 3 points.
The lowest indicator of the development of word-building skills is still recorded in one child (10%) - (Nikita S.). He received a score of 12 points. Most of Nikita S.'s answers are below average. During the work, Nikita S. observed behavioral peculiarities. He laughed, jumped up from his chair and ran.
The group average is 11.1.
Individual results by levels are shown in Figures #11-#20.
An analysis of individual graphs shows that a high level of completion (100% - 75%) is observed when completing task No. 1 in one child (10%).
The level above the average (75% - 50%) can be traced when performing task No. 1 - 7 people (70%); task number 2 - 1 person (10%); task number 3 - 2 people (20%); task number 4 - 2 people (20%); task number 5 - 4 people (40%); task number 6 - 4 people (40%); task number 8 - 1 person (10%); tasks No. 7, 9, 10 were completed at the average and below average levels.
At the average level (50% - 25%) completed task No. 1 - 2 people (20%); task number 2 - 4 people (40%); task number 3 - 3 people (30%); task number 4 - 2 people (20%); task number 5 - 2 people (20%); task No. 6 - 6 people (60%); task number 7 - 1 person (10%); task number 8 - 2 people (20%); task number 9 - 7 people (70%); task number 10 - 5 people (50%).
At a level below the average (25% - 10%) completed task No. 2 - 5 people (50%); task number 3 - 5 people (50%); task No. 4 - 6 people (60%); task number 5 - 4 people (40%); task number 7 - 9 people (90%); task number 8 - 7 people (70%); task number 9 - 3 people (30%); task number 10 - 5 people (50%); Tasks 1, 6 were completed at the average and above average levels.
At a low level (up to 10%), none of the tasks were completed.
Thus, there was a positive dynamics in the formation and development of word-building skills.
· On the high level completed one task (No. 1);
· At the level above the average, 7 tasks were completed (№1,2,3,4,5,6,8);
· Completed all 10 tasks at the intermediate level;
· 8 tasks were completed at the level below the average (No. 2,3,4,5,7,8,9,10);
· None of the low-level tasks were completed.
The greatest difficulties arose in children when performing tasks on word formation according to the definitional type, differentiation of verbs formed in the prefixal way, and differentiation of perfect and imperfect verbs. We believe this is due to the fact that in children with erased dysarthria, the vocabulary is very limited, in some cases the adequate choice of language material is violated, there is an imperfection in the search for nominative units, often words are replaced by those close to the situation and purpose.
The easiest task seemed to the children to complete the task of word formation of diminutive nouns and adjectives, the formation of the names of baby animals. It should be considered that this is due to the fact that this material is frequently encountered in the speech practice of children. When playing with each other in a group, children use diminutive nouns in relation to animals (elephant-elephant, dog-dog), to inanimate objects(table-table, chair-chair), and in relation to another person (good - pretty, beautiful - pretty).
Thus, after carrying out correctional speech therapy work aimed at developing word-building skills, we can conclude that correctional speech therapy work at the stage of the formative experiment was successful. The purpose of the study was achieved, and his hypothesis was confirmed.
Conclusion
Common speech disorder among children of preschool age is erased dysarthria, which tends to increase significantly. It is often combined with other speech disorders (stuttering, general underdevelopment of speech, etc.). This is a speech pathology, which manifests itself in disorders of the phonetic and prosodic components of the speech functional system, and occurs as a result of an unexpressed microorganic lesion of the brain (6).
Severe violations of sound pronunciation with erased dysarthria are difficult to correct and negatively affect the formation of the phonemic and lexico-grammatical aspects of speech, complicate the process schooling children. Timely correction of speech development disorders is necessary condition the psychological readiness of children to study at school, creates the prerequisites for the earliest social adaptation of preschoolers with speech disorders (7). This is extremely important, since the choice of adequate directions of corrective and speech therapy influence on a child with erased dysarthria and the effectiveness of this influence depend on the correct diagnosis.
The problems of erased dysarthria were studied by such authors as G.G. Gutsman, O.V. Pravdina (60), L.V. Melekhova (50), O.A. Tokarev (72), I.I. Panchenko, R.I. Martynova (48), L.V. Lopatina (45), A.V. Serebryakova (64), M.V. Ippolitova, E.M. Mastyukova, E.F. Arkhipova (1), M.B. Eidinova.
An analysis of theoretical sources shows that erased dysarthria is a speech disorder characterized by a combination of multiple disturbances in the process of motor implementation. speech activity. The main symptom of a speech defect in erased dysarthria is phonetic disorders, which are often accompanied by underdevelopment of the lexical and grammatical structure of speech. Violations of the phonetic side of speech are difficult to correct, negatively affect the formation of the phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. Researchers note the lack of word-building skills in these children, which complicate the process of schooling children. Timely correction of violations and further development of word-formation skills is a necessary condition for the readiness of children to master the school curriculum in various subjects.
We have carried out pilot study the state of word-formation skills in preschool children with erased dysarthria. The study involved two groups of preschool children with erased dysarthria on the basis of MDOU " Kindergarten No. 133".
Two groups of children of senior preschool age (6-7 years old) took part in the experimental examination: with erased dysarthria and with normal speech development. For the examination, the method of E.F. Arkhipova (1) was used, which is intended for preschool children with erased dysarthria. According to the results of the survey, we came to the conclusion that the tasks were performed mainly at the average and below average levels, i.e. word-building skills in children with erased dysarthria are not sufficiently formed, which requires special correctional and speech therapy assistance.
The purpose of the formative experiment was to test tasks and exercises aimed at the formation of word-building skills in children of senior preschool age with erased dysarthria. On the basis of methodological literature, we selected tasks and exercises aimed at developing word-building skills in children with erased dysarthria. After the formative experiment, we organized a control experiment to assess the effectiveness of correctional and speech therapy work on the formation and development of word-building skills in older preschool children with erased dysarthria. Based on the results of completing the tasks, each child received individual, general and average group values.
Comparing the results of the ascertaining and control experiments, we can conclude that in the experimental group there is a positive dynamics in the formation and development of word-building skills.
As a result of the formative experiment, the average group indicator in the children of the experimental group increased by 25% and began to correspond to the 3rd level. Thus, the formative experiment is successful. The purpose of the study was achieved, and his hypothesis was confirmed.
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74. Filicheva T.B., Cheveleva N.A. Speech therapy in a special kindergarten. - M., 1987.
Chair-chair), and in relation to another person (good - pretty, beautiful - pretty). To improve the efficiency of the work of a speech therapist in teaching preschool children with erased dysarthria to word formation, we have developed guidelines. The incorrect use of the lexical and grammatical means of the language by a child with a mild degree of dysarthria is due to articulatory ...
So erased dysarthria 2.1 Purpose and objectives of the study In the course of the study, the following goal was set: to identify the level of formation of the grammatical structure of speech (functions of inflection and word formation) in older preschool children with erased dysarthria and to determine the main directions of the necessary correctional work. To achieve this goal, the study decided...
...); § reproduction of the initial form of the word (for a horse - a horse, for a cow - a cow) Summing up the above, we can conclude that the development of word formation of animal names in children with mental retardation is at a low level. The formation of nouns with the meaning of femininity When completing the task for the formation of nouns with the meaning of femininity, were obtained ...
Olga Sonina
Integrated lesson on cognitive research activities with children of the preparatory speech therapy group
Subject: "What is air?"
Educational areas: cognitive development, speech development, artistic and aesthetic development.
Educational tasks:
- introduce children with the properties of air and methods of its detection;
To give elementary ideas about the importance of clean air;
Describe air as a gaseous substance.
Development tasks:
Develop a connected speech:
Develop skills for conducting experiments;
Develop the ability to establish causal relationships based on experiences,
compare and draw conclusions;
Develop logical thinking
Develop cognitive interest.
Speech tasks:
Activate the subject dictionary and the dictionary of adjectives (experience, atmosphere, shell, oxygen, solid, liquid body, gas, filter, chest, lungs; transparent, tasteless, colorless)
Educational tasks:
Cultivate skill see amazing in the world around;
Cultivate respect for your health and the environment.
preliminary work: games with, windmills”, observing the smoke from the chimneys of the boiler house during a walk, creative workshop: creating a story application (on paper),Our City”, production of silhouettes of trees, iridescent clouds.
Visually practical material: a color illustration of the characters of the cartoon Fixiki, a diagram, the meanings of the atmosphere for our planet”, schemes-cards for determining taste, smell, touch, card schemes substances - solid, liquid, gaseous, balloon, candle, saucer, basin, glass, with a piece of paper glued to the bottom, by quantity children: pebbles, cups of water, fans, rubber toys, small items (buttons, beads, plastic bags, tubes, pieces of sponge, pencils - glue, napkins.
Motivational-orienting stage.
Today is an unusual day, cartoon characters - Fixies - came to visit us. They are very inquisitive and want to know about everything in the world. One day, they thought, what is air? What is it and how can it be found? We decided to ask you. Shall we tell them?
Search stage.
What can you say about the air?
Invite the children to take a long breath, and then hold their breath; inhale and then hold your breath again.
How long could you hold your breath?)
Why?) There was not enough air. That's right, we can't breathe without air, but we're not the only people.
And who else needs air?) Animals, fish.
And why fish, they live in water) Air is everywhere, but we don’t notice it, we don’t see it.
Why do you think we can't see the air) It's transparent.
How else can you say what it is?) Has no color, which means what) Colorless.
Now close your eyes and breathe in through your mouth.
What does the air taste like?
Close your eyes again and inhale through your nose.
What is the smell of the air?
We learned about some properties of air. Tell me, and hint cards will help you with this.)
Air is an amazing shell of the Earth. Air, like a transparent veil, is shrouded in our entire planet. The air protects her. Imagine if the air disappeared, what would happen? Children look at the diagram, give answers.)
The water on Earth immediately boiled, all living things would have died from the scorching sun rays of the sun during the day, and at night from the cold. Without air, Earth would be a dead desert.
But what is air? Let's do some experiments. And for this, let's go to the research laboratory that the Fixies have prepared for you.
Practical stage
Pick up a stone and squeeze it.
What is he?) Solid. So a rock is a solid body.
Is it possible to pick up the air and compress it?) So let's do it conclusion: (I will start and you will continue) air is not a solid body. Children choose a pattern.
Take a glass of water and look at the water. (pouring it from glass to glass) .
What can you say about water, what is it like?) Liquid.
So what is water?) Liquid.
What other liquids do you know?)
So, we have found out that air cannot be compressed, which means it is not a solid body. The air does not flow, does not pour, they do not drink it, so this (continue)) is not a liquid. Children choose a pattern.
Air, guys, is a gas. It is invisible, transparent, colorless, odorless. Children choose a pattern.
This is our first discovery. Let's continue our research.
1. Take the package and start twisting it from the open edge.
What happens to the package?) Inflates.
Why is this happening?) The bag fills with air.
Touch what the package has become?) Do you see the air?)
Now take your fans and wave to your face; blow on your palm.
What do you feel?)
This is air movement. Doing conclusion: Although we do not see the air, we feel it.
2. Air is everywhere and takes up space. Let's check it out. You have different objects on the tables, throw them into the water and watch.
What do you see?)
When an object sinks, small bubbles come out of it - this is air. Objects are heavy, they sink, but air is light, it rises.
Take a rubber toy and squeeze it.-
What do you hear?) whistle.
Air comes out of the toy. Now close the hole with your finger and try squeezing the toy again
What's going on?) It doesn't shrink.
What's stopping her?)
Conclusion: the air in the toy does not allow it to be compressed.
Let's see what happens when we lower the glass into a bowl of water. (a piece of paper is attached to the bottom of the glass)
What do you observe?) Water does not pour into the glass.
Why doesn't water fill the glass?) There is air in the glass, it doesn't let water in.
Now let's tilt the glass. What happened?) Water poured into the glass.
She gave way to water. Conclusion: Air takes up space.
Physical education, Inflatable toys”
Children are divided into pairs. One child is a toy, the other is a pump. The toy sits listlessly on the floor, the pump sound s-s-s pumps it up. Then the pump presses the button - a toy with shh shh sound deflates and returns to its original position. Children change roles.
3. Guys, let's remember again, why do we need air?) For breathing.
We conducted experiments and made sure that we do not see the air, it can be felt, it takes up space.
Now let's check and make sure that we breathe air.
Take a straw and dip it into a glass of water, gently blow into it.
What do you observe) bubbles.
This proves that we exhale air and it comes out in the form of bubbles. Put your hand on your chest, inhale.
What's going on?) The chest rises.
Our lungs fill with air. Now breathe out.
What happened to the chest?) She sank.
The air has left our lungs.
What should be the air for a person to breathe easily?)
What about dirty air?
What does a person do to keep the air in the room clean?)
What are plants grown for?
Tell me, what is the difference between the air we breathe in the city and the air we breathe in the forest?) Why?
Trees work like vacuum cleaners. Green leaves Plants absorb dust and dirt from the air. How more plants, how cleaner air, the more useful for a person and his health.
Think about what causes dirty air in cities?)
Let's see what happens to the air when smoke comes out of their pipes, a fire burns.
Candle experience. A candle is lit and a saucer is held over it. Look how dirty the saucer has become. Soot formed on it.
What should be done to save the air from pollution?)
4. Now, guys, I want to invite you to a creative workshop. Let's plant a lot of trees in our city and decorate it with rainbow clouds. (children glue trees and clouds prepared during preliminary work) Let our city be clean, and the people living in it healthy and happy.
Reflective-evaluative stage.
I think our guests are Fixies and you have learned a lot interesting things about the air. I have a balloon in my hands. Pass it on to each other and tell what new things you learned about the air, what you liked to do.
Related publications:
"Northern Adventures" Synopsis of cognitive research activities with children of senior preschool age Municipal budgetary preschool educational institution“Kindergarten “Asterisk Abstract of cognitive research activities.
Lexical topic: “Preparing wild animals for winter” (with the participation of parents) Correctional and developmental tasks: - clarify and consolidate knowledge.
Synopsis of cognitive research activities with children of the second junior group "Fun Journey" STATE BUDGET GENERAL EDUCATIONAL INSTITUTION OF THE SAMARA REGION SECONDARY EDUCATIONAL SCHOOL №10 OF THE CITY OF SYZRAN CITY.
"Properties of wood and metal". Abstract of a lesson on cognitive research activities in the senior speech therapy group Topic: Properties of wood and metal Purpose: to create conditions for clarifying and generalizing children's ideas about the properties of wood and metal. Tasks:.
Summary of cognitive research activities in the senior speech therapy group "Drip-drip-drop" Synopsis of GCD cognitive - research activities in the senior speech therapy group "Cap - cap - Drop". Region integration:.
Summary of organized cognitive research activities with children of the 7th year of life "Colorful ice" The course of activity. The teacher collects the children at the layout of the city, on the streets of which there was a traffic jam. Educator: Guys, what do you think.
Synopsis of joint research activities with children of the Invisible Air group preparatory to school Synopsis of joint research activities with children of the group preparatory to school. Topic: "Air is invisible" Purpose: to show.
Short-term project on research activities with children of the preparatory group "Old Cup" Form; motivation for cognitive activity, primary ideas about the objects of the surrounding world, their properties and relationships,.
Open integrated lesson with children of the senior speech therapy group "Journey to the country of musical instruments" Open integrated lesson with children of the senior speech therapy group "Journey to the country musical instruments» Purpose: introduction.
Lesson on cognitive research activities in the preparatory group "Excursion to the Far North" Lesson on cognitive - research activities in the preparatory group Excursion to the Far North Purpose: to create conditions for.
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Municipal state preschool educational institution of the city of Novosibirsk "Kindergarten No. 381 of the combined type"
EXPERIENCES AND EXPERIMENTS
IN THE WORK OF A SPEECH THERAPIST TEACHER
(from work experience)
speech pathologists
MKDOU d / s No. 381
V.Z.Shirzai
N.G.Leonova
Novosibirsk
EXPERIMENTING WITH THE SOUNDS AROUND US
For the successful implementation of the new federal state standards, we must ensure the all-round development of the child, taking into account his age and individual characteristics. And to achieve these goals, it is important to form the ability to speak beautifully and correctly.
To master the phonetic side of the language, it is necessary to be able to listen well, hear and distinguish between the correct and incorrect pronunciation of sounds in someone else's and one's own speech, as well as control one's own pronunciation.
The developed phonemic hearing of the child is an indispensable condition for successful learning to read and write. Distinguishing speech soundsphonemic awareness - is the basis for understanding the meaning of what was said.
The development of phonemic hearing begins from the very first stages of speech therapy work and is integral part corrective impact on the frontal, subgroup and individual form of directly educational activities.
In speech therapy and neuropsychology, special exercises have been developed and successfully applied in practice for the formation of non-speech sound discrimination. Distinguishing non-speech sounds by ear is the foundation and basis for the development of phonemic hearing. It is important to take these exercises seriously, give them as much time and attention as you need, and at the same time do not forget that the classes should be attractive and interesting for the child.
Game experiments for the development of phonemic hearing
"Where does it ring?"
Determine the direction of the sound. For this game you need a bell or other sounding object (whistle, tambourine). The child closes his eyes, you stand away from him and call softly (rattle, rustle). The child should turn to the place where the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where does it ring? - left, front, top, right, bottom. A more complex and fun option - "blind man's buff". Child as leader.
"Ears - hearings"
An adult shows wooden, metal spoons, crystal glasses. Children name these objects. It is proposed to listen to how these objects sound. Having installed the screen, the adult reproduces the sound of these objects in turn. Children recognize sounds and name objects that make them.
"Noisy Boxes"
You need to take two sets of small boxes - for yourself and the child, fill them various materials which make different sounds when shaken. You can fill the boxes with sand, cereals, peas, put buttons, paper clips, paper balls, buttons, etc. You take a box from your set, shake it, the child, closing his eyes, carefully listens to the sound. Then he takes his boxes and searches among them for the one that sounds the same. The game continues until all pairs have been found. This game has many options: an adult shakes several boxes one after another, the child remembers and repeats the given sequence different sounds. Remember to switch roles and be sure to make mistakes sometimes.
"Listen, try how it sounds"
Explore the sonic nature of any objects and materials at hand. Change the volume, the tempo of the sound. You can knock, stomp, throw, pour, tear, clap.
« Guess what it sounded like
Analyze everyday noises with your child - the creak of a door, the sound of footsteps, a telephone call, a whistle, a ticking clock, the noise of pouring and boiling water, the sound of a spoon against a glass, the rustling of pages, etc. The child must learn to recognize their sound with open and closed eyes, gradually it is necessary to teach him to keep in memory the "voices" of all objects, bringing their number from 1-2 to 7-10.
"What does it sound like"
Do it with a child magic wand, tap with a wand on any objects in the house. Let all the objects in your house sound. Listen to these sounds, let the child remember what it sounds like and find the sounding objects at your request: “tell, show, check what sounded”, “what sounded first and what then”. Give the wand to the child, let him "voice" everything that comes to his hand, now it's your turn to guess and make mistakes. Do not forget to take your magic wand with you for a walk.
A more difficult option is the recognition of sounds without relying on vision. The child answers the questions: “What object did I knock on? And now? What does it sound like? Where have we heard similar sounds?
"Choose a picture or a toy"
You knock (rustle, rattle, trumpet, ring, play the piano), and the child guesses what you did, what sounded and selects the appropriate picture, toy.
« Fork"
Invite the child to pronounce any poetic text in syllables and at the same time tap out its rhythm according to the rules: syllables are tapped out (each syllable is one beat), on each word, including prepositions, the arm or leg changes.
EXPERIMENTS DURING PERFORMANCE OF BREATHING GYMNASTICS
An important section of speech therapy work is the development of breathing and the correction of its disorders. Correction of respiratory disorders begins with general breathing exercises, the purpose of which is to increase the volume, strength and depth of inhaled and exhaled air and normalize the rhythm of breathing.
The development of breathing is carried out in various positions of the child: lying on his back, sitting, standing. The speech therapist performs all exercises together with the child. When conducting breathing exercises, you should not overwork the child. It is necessary to ensure that he does not strain his neck, shoulders, does not take the wrong posture. It is necessary to monitor the smoothness and rhythm of respiratory movements. Breathing exercises should be carried out before meals, in a well-ventilated area.
To work on mastering voluntary breathing (the ability to voluntarily change the rhythm, hold inhalation and lengthen exhalation), a long training session based on involuntary respiratory movements is required. These exercises are necessary training for further work on the formulation and development of speech breathing. With the development of speech breathing, the speech therapist carries out work aimed at differentiating nasal and oral inhalation and exhalation. It is necessary to make a mouth exhalation as much as possiblearbitrary, long, rhythmic .
While performing breathing exercises, the child's attention should be focused on the sensations of movements of the diaphragm, intercostal muscles, the duration of voluntary inhalation and exhalation. To this end, it is effective to conduct some breathing exercises in the form of experiments. In this case, we offer the child to observe and compare the result when performing exercises with different strength exhalation. This is especially important when working on the eliminationlateral sigmatism . In order to form a directed air jet, it is necessary to show the child that the exhaled air can exit the mouth in different directions: forward, sideways, or even into the cheeks. To do this, we suggest experimenting, “catching” an air stream in various game breathing exercises with items.
Bulbulki
It is necessary to take two plastic transparent cups. In one we pour a lot of water, almost to the brim, and in the other - a little bit. The child is invited to play "bul-bulki" with the help of cocktail tubes. The task of the child is to play "Bul-Bulki" so as not to spill water. Trying to blow into the cups in different ways, the child concludes - into a cup, where there is a lot of water, you need to blow weakly through the tube, and into a cup, where there is little water, you need to blow strongly. At the same time, we observe what happens if we blow strongly into a glass, where there is a lot of water. Be sure to draw the attention of the child to the words:weak, strong, many, few .
Three candles
For the game you will need large multi-colored candles. It is necessary to put three candles on the table in front of the child different colors at different distances from him and ask him to blow them out in turn: near, middle and far. You need to blow slowly, the breath should not be noisy, you can not puff out your cheeks. During the game, we observe and draw a conclusion - in order to blow out the near candle, it is enough to blow weakly, in order to blow out the far one, it is necessary to blow as hard as possible.
Football
The child is invited to drive a cotton ball into the gate. To do this, you need to stretch your lips with a “tube” and blow on a cotton ball, trying to drive it into the “gate” from a toy building material. In this case, the gates are placed at different distances from the child. By doing this exercise, the child makes a conclusion about necessary strength and direction of expiration.Variant of the game - drive the car into the garage.
Magician
The child is invited to show the trick: put a piece of cotton on the tip of the nose, smile, open the mouth, blow on the tongue with force, trying to blow the cotton from the nose. Performing this exercise in different ways, we conclude: in order to blow the cotton wool up, you need to bend your tongue up and blow harder. And in order to keep the fleece at the top longer - the exhalation must be not only strong, but also long.
Catch the air stream
The child is asked to blow on a small pinwheel, which will spin only if exhaled air enters it. In order to "catch" the air stream, the child blows and at the same time slowly moves the pinwheel left and right. Where the spinner spun, and air comes out. This exercise is useful for lateral sigmatism.
Two turntables
To play, you will need two turntables - one with small blades, the other with large ones. The child blows on the blades of a spinner toy and observes: in order for the blades to spin at a small spinner, you can blow weakly, and to spin at a large spinner, you need to blow harder. Similarly, it is proposed to blow on a pinwheel with one flower and on a pinwheel with several flowers: in order to make all the flowers spin, you need to blow much harder.
We warm our hands
In this exercise, we learn to compare the exhaled air stream. To do this, the child is invited to control the exhalation with the palms - we blow on the palms. We use the same exercise when staging whistling and hissing sounds. The child controls the correctness of his pronunciation with his palm. If the “breeze” is cold, “winter”, then the sound [s] is pronounced correctly. When pronouncing the sound [w], the “breeze” is warm, “summer”, the palms are heated.
Information sources: