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Report

Role speech therapist preschool teacher in the context of the introduction of the Federal State Educational Standard

preschool education

Prepared by a speech therapist
first qualification category
MBDOU "Kindergarten of compensating type No. 9" Swallow "
Sokolova G.A.
FSES of preschool education was developed and approved by the council for the first time in Russian history in accordance with the requirements of the effective

September 1, 2013 of the Federal Law "On Education in the Russian Federation"

The subject of regulation by the Federal State Educational Standard of preschool education is the relationship in the field of education between their participants, arising from the implementation of the main educational program of preschool education by the organization carrying out educational activities.

When developing the Standard, the following were taken into account: special educational needs of certain categories of children, including those with disabilities health; opportunities for the child to master the Program at different stages of its implementation.

The standard states the basic principles of: supporting the diversity of childhood; preservation of the uniqueness and intrinsic value of preschool childhood as an important stage in overall development human; full-fledged living by a child of all stages of preschool childhood, amplification (enrichment) child development; creating favorable social situation development of each child in accordance with his age and individual characteristics and inclinations.

The standard establishes the basic principles: assistance and cooperation of children and adults in the development of children and their interaction with people, culture and the world around them; familiarizing children with socio-cultural norms, traditions of the family, society and the state; the formation of cognitive interests and cognitive actions the child through his inclusion in various activities; taking into account the ethnocultural and social situation of the development of children.

The standard is chasing following goals: ensuring by the state of equality of opportunities for every child in receiving quality preschool education; ensuring state guarantees of the level and quality of education on the basis of the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development; maintaining unity educational space RF regarding the level of preschool education.

The standard solves the problems: ensuring the variability and diversity of the content of educational programs and organizational forms the level of preschool education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of pupils; the formation of a socio-cultural environment corresponding to the age and individual characteristics of children.

The standard establishes the requirements that are mandatory for the implementation of the Program, including: to the structure of the Program; to the conditions for the implementation of the Program, including the requirements for psychological, pedagogical, personnel, financial conditions and for the subject-spatial environment; to the results of mastering the Program, presented in the form of targets for preschool education.

Program correctional work in groups of a compensatory orientation in accordance with the Federal State Educational Standard, it is aimed at creating a system for the comprehensive preparation of children for school.
Correctional work program provides for the creation special conditions education and upbringing, allowing to take into account the special educational needs of children with disabilities through individualization and differentiation of the educational process.
The content of correctional work in accordance with the federal state educational standard preschool education is aimed at creating a system of comprehensive assistance to children with disabilities in mastering the basic educational program of preschool education, correcting physical or physical disabilities mental development students, their social adaptation and assistance to children of this category in the development of the main program of preschool education.
The purpose of the correctional speech therapy work - the possibility of mastering the main general educational program of preschool education by children with speech disorders and their integration into educational institution... The planned final results of assimilation of the Program are the same for both normally developing children and children with speech impairments.
Section Programs "The content of correctional work" is included in the mandatory part of the Program, therefore the volume of the section "The content of correctional work" is calculated in accordance with the age of the pupils, the main directions of their development, with the specifics of preschool education, is implemented in compensatory groups, built in accordance with the mode of stay of children in educational institution, carried out in the process of organizing various types of children's activities.
At the moment, there are a sufficient number of techniques and methods for examining the speech of a preschool child. This is a diagnostic guide speech disorders edited by G.V. Chirkina "Methods of examining the speech of children" and a practical guide Filicheva and Chirkina "Elimination general underdevelopment speech in children preschool age", In which there is a chapter" Study of children with general speech underdevelopment. " There are also: "Methodology for determining the level of speech development in preschool children" authors O.A. Bezrukova, O. N. Kalenkov, where the test tasks are designed for children 4–5, 5–6, 6–7 years old; "Test diagnostics: examination of speech, general and fine motor skills in children 3–6 years old with speech disorders", authors Kabanova TV, Domnina OV; "Methodology for the diagnosis of language ability (for children 3-7 years old)" Miklyaeva NV; for early detection intellectual development there is a method by Strebeleva E.A. "Early diagnosis of mental development." This includes various author's techniques (for example: "Methodology for examining the speech development of older preschoolers" by V.V. Khvalova), neuropsychological methods of speech diagnostics (for example, T.A. Fotekova and T.V. Akhutina).
So what is the role of a speech therapist in the process of introducing a new generation of FSES? What to do to stay on the sidelines of innovation processes?
Innovations that change education in our country presuppose the active activity of all participants in the educational process, analyze their work and make the necessary adjustments to it: working with literature in their specialty, browsing sites for studying and sharing experience, attending courses and studying regulatory documents. Also, a speech therapist teacher should periodically master new educational programs professional retraining at least once every five years; own information and communication technologies and be able to apply them in the educational process.
What fundamental principles and provisions of these documents are reflected in our work?
In the text of the Federal State Educational Standard it is noted that
- “the integrative result of the implementation of these requirements should be the creation of a comfortable developing educational environment". Education in any form is inextricably linked with speech. This means that if a child has speech disorders, he needs to provide timely assistance, to prevent “failure”, negativism, to ensure the possibility of mastering the program;
- “The standard takes into account the educational needs of children with disabilities” and assumes the system-activity approach underlying it.
What is important is that it was noted: the subject results in the Russian language should reflect “the formation of a positive attitude towards correct oral and written speech as indicators of the general culture and civic position of a person ”.
How should the work of a speech therapist teacher change?
A speech therapist teacher should organize his work in such a way as to ensure the growth of children's cognitive motives, so that the child learns to plan, control and evaluate educational actions, be sociable, can work in a group, conduct a dialogue - “to interact with a teacher and peers in educational process"," Justify your position, express your opinion. " Our “difficult sounds”, “long words” and “beautiful stories” should help the child in solving “educational-practical and educational-cognitive tasks”.
Our work should have a place for both innovations and traditions. The goals of education have changed, the situation in the country is changing."The child should not." Adults should "- prepare the child for life, teach to learn."
How to form learning activities? If the children heard little fairy tales, they rarely saw books, they speak Russian poorly. And in the first grade, they need to assimilate the amount of knowledge that a child usually receives within two years. The content of the work of a speech therapist should be aimed at ensuring the correction of developmental deficiencies in children with disabilities, at the implementation of individually-oriented pedagogical assistance, taking into account the characteristics of psycho-physical development. A speech therapist teacher must necessarily interact with specialists of an educational institution, specialists in the field of correctional pedagogy, and medical workers.
The goals, tasks, directions of the speech therapist teacher's activity in organizing the support of speech pathology children in the context of the federal state educational standard are determined. The conditions for effective correctional work with children with speech impairments are considered, within the framework of the requirements and indicators of the new standards.
Keywords : activity approach; universal learning activities; components of speech therapy support; goals, objectives and directions of speech therapy support.
The development and prospects of a child with speech disorders largely depend on the qualifications of specialists to whom he will get in a preschool educational institution and school. A speech therapist teacher not only opens up unlimited opportunities for communication, he is a kind of guide of a little person into the diverse world of human relationships. Overcoming speech impairment instills in the child self-confidence, contributes to the development of his cognitive abilities... By pushing the boundaries of communication - both among peers and with adults - the child becomes more emotional, inquisitive and responsive. His views on the world, his relations with others are changing. He becomes more open to establishing contacts with other people, more receptive to new knowledge, feels like a full-fledged person.

In the standards of the second generation, the first place is given to the requirements for the results of mastering education, as well as the qualification procedures for confirming the compliance of the actual results achieved with the expected ones. The goal of education is the personal, social, cognitive and communicative development of children. FSES is based on an activity approach. It is important for speech therapists to focus on the following indicators of the standards activity approach:
- giving the results of education a socially and personally significant character;
- more flexible and durable assimilation of knowledge by children;
- a significant increase in motivation and interest in learning;
- providing conditions for general cultural and personal development based on the formation of universal training activities.

The components of speech therapy support are:
- prevention of speech disorders;
- speech therapy diagnostics;
- correction of speech defects;
- the formation of all sides (components) of speech;
- development of non-verbal mental functions;
- development of the emotional and volitional sphere;
- the formation of the child's moral attitudes.

We will define the goal, tasks, directions of the speech therapist teacher's activity in organizing the support of speech pathology children within the framework of the requirements and indicators of the new standards.
The purpose of speech therapy support at a preschool educational institution is the correction and development of oral speech.
In the process of speech therapy support, in accordance with the individual speech profile and personality characteristics of the child-speech pathologist, the specialist independently sets himself a list of tasks:

1. Conduct speech therapy diagnostics:
- timely identify speech disorders;
- to prevent possible secondary defects caused by primary
speech disorders;
- determine the parameters and frequency of speech therapy monitoring.

2. To adjust and develop the phonetic and phonemic side of speech of speech pathology children:
- correct defective sound reproduction,
- to form the sound-syllable structure of the word,
- develop phonemic processes ( phonemic perception, analysis and synthesis)

4. To form the grammatical side of speech:
- eliminate the existing agrammatisms;
- to consolidate the categorical meaning of various parts of speech;
- to differentiate the categorical meaning of different parts of speech;
- clarify grammatical meaning words;
- to form grammatical and morphological generalizations;
- to form a paradigm of word formation;

5. To form the syntactic component of speech and coherent speech:
- to form the syntactic structure of a simple and complex sentence;
- expand the phrase to the required volume;
- to develop the skill of building a coherent speech utterance, semantic programming.

6. To develop non-verbal mental functions in unity with speech correction:
- thinking - the ability to analyze, synthesize, compare, generalize on linguistic material, classification operations;
- sound analysis and synthesis;

Properties of attention (volume, distribution, concentration, stability, switching;
- visual and auditory memory;

Temporal and spatial representations;

Fine motor skills;
- dynamic organization of the motor act;
- sensorimotor interactions.

7. Raise interest in classes, increase school motivation:
- Create a general emotionally positive atmosphere in the classroom.

To achieve emotional comfort, it is necessary to positively perceive even minor positive achievements of the child, psychologically support him in the form of encouraging touches.

Arouse emotions of surprise, novelty, doubt. We recommend the reception of a playful formulation of the goals of tasks and exercises.It is important to widely use games, game exercises, riddles, crosswords, rebuses.

Form a semantic motivation to participate in a joint teacher-speech therapist activities.

8. Formation of communication skills and abilities:
- independently plan a speech utterance;
- accurately express your thoughts in accordance with the situation;
- dialogical and monologic statements;
- the skills necessary for the implementation of effective interaction (make contact, maintain contact, break contact).
- answer questions in strict accordance with the instructions, assignment, with adequate use of the acquired terminology;
- contact a speech therapist or a group mate for an explanation;
- education of tolerance, culture of verbal communication.
9. To form the moral attitudes of the child through the semantic content of the speech material.

Speech therapy support is carried out in the following areas:
1. Diagnostic.
The following types of activities of teachers-speech therapists can be attributed to the diagnostic direction:
- examination of the speech of children; in order to determine an individual correction route.
Based on the diagnostic results, a speech map is drawn up.
2. Correctional and developmental.
The correctional and developmental direction includes:
- individual and group lessons for speech correction;
- work as part of a psychological, medical and pedagogical council;
- conducting intermediate corrective diagnostics, tracking the dynamics of the development of children.

3. Methodical. Improving professional competence.
This area of ​​speech therapy support includes:
- consulting teaching staff;
- counseling for parents;
- speeches at the Ministry of Education of teachers-speech therapists;

Conducting open speech therapy classes;

Speeches at parents' meetings;
- publication of articles in the media, participation in forums on speech therapy sites;
- work on the topic of self-education;
- the implementation of continuity on the issues of speech development of children between the preschool educational institution and the school;
- replenishment of the cabinet with novelties of methodological literature, production and updating of visual aids.

The goals, objectives, and directions of speech therapy support identified within the framework of the new standards are directly strategically reflected in the system of correctional speech therapy support for children. Thus, the strategy and optimization of the speech therapist teacher's activities are associated with updated standards and are the leading line of interaction between system specialists. general education.

Tatiana Rusanova
The activity of a speech therapist in the context of the introduction of FSES DO

SLIDE number 1 - Good afternoon, dear colleagues!

I would like to start my speech with simple question To to you: "Name the professions where communication skills are required?"

You will most likely agree with me that a teacher needs to have a sufficiently high level of communication skills and abilities. You and I have to communicate with people of different ages, different professions, views. Each of you, of course, held parent-teacher meetings, lectures, consultations, round tables, that is, had the experience of public speaking.

So, before every performance my knees tremble. I think, not only me, these sensations are familiar, right?

Scientists conducted a public opinion poll and concluded that 40% of people panic at the thought that they will have to speak to the public.

Can you imagine what happens to the children, I'm not talking about those moments when they perform on stage, but I ask you to remember those moments when they have to answer our questions in the process of an organized activities? Do you remember? The child feels completely different when he answers in different types of nursery. activities.

You will agree with me that the basis of our pedagogical activity is paradigm: "The adult said, the child learned and performed".

We adults (teachers, parents) must understand well that the child does not need anything preparing: neither for school, nor for life, but develops here and now, living the most significant age period becoming a person.

We should consider that children discover this world in the era of information explosion - informatization, virtual reality. It is necessary to make sure that, while playing computer games, they do not play too much, so that they continue to communicate with us, adults, and with their peers, and not only with virtual heroes.

Preschool childhood passes quickly and teachers and parents need to make this time happier and brighter. Educators working with children build such conditions, in which the child would be surrounded not only with attention and love, but also that there were such people next to him who could reveal his individuality, personal qualities peculiar only to him.

In the preschool education system in last years happened changes: new accepted "Law on Education in the Russian Federation", Federal State Educational Standards for Early Childhood Education. For the first time in the history of our country, preschool education became the first level of education.

Slide 2 The standard of preschool education is, in a way, an indication of the rules of the game in which the child must win. it child development conditions rather than teaching it.

Slide 3 Main idea FSES DO is about supporting the diversity of childhood through the creation conditions development of the abilities of each child. Each child will develop at the pace that is characteristic of him. Modern children are different from us, therefore, it is more and more difficult to establish the interaction of a child with a parent, a child with a teacher, a child with society.

Slide 4 Therefore, the standard defines new competency requirements speech therapist... The teacher is the leading figure in the reform of education. I would like to say in the words of KD Ushinsky. “In the matter of teaching and upbringing, in the whole school matter, nothing can be improved without going through the head teachers».

Slide 5 Special requirements are imposed on activities of a speech therapist, whose tasks are to focus on the zone of proximal development of each pupil and take into account his psychological, age and individual capabilities and inclinations, organization of species activities stimulating speech development, thinking, imagination, cooperation with the families of pupils, their direct involvement in educational process, rendering, if necessary, advisory and other assistance.

Indeed, readiness for change, the ability to solve non-standard situations, responsibility and independence in decision-making are characteristics of activities of a successful speech therapist... Ownership of these important qualities impossible without knowledge regulatory framework. To the teacher- a logopedist needs to study the developed regulatory documents, analyze his work and make the necessary changes to it.

Slide 6 FSES defines 5 educational areas. You can see them on the slide. It is important to note that speech development is separated into a separate educational area.

Slide 7 It is necessary to emphasize the following fact: in this educational area, a sixth point has appeared, which speaks of the formation of sound analytical-synthetic activity as a prerequisite for teaching literacy.

Obviously, for modern society, the problem of the formation of communicative competence is one of the most urgent, including at the stage of preschool education. Therefore, the obligatory solution of the tasks of the communicative development of the child's personality is also defined at the state level - in the text GEF DO.

Modern educational policy actualizes the problem of using modern educational technologies in the process of educational activities on speech development of preschoolers.

In these changing conditions we teachers of preschool education need to be able not only to freely navigate in a wide range modern technologies but also effectively implement them.

Based on analysis pedagogical technologies conducted by Herman Konstantinovich Selevko, you can highlight the main technologies used in the preschool education system, you can see them on the slide. Let's dwell on one of them: game technology.

SLIDE number 8

In accordance with FSES the educational process should be based on age-appropriate forms of work with children. And what is the main form of work with preschool children and the leading species activities? Of course it's a game. If play is the main type for a child activities, which means that we, as teachers, need to adjust to the game, what kind of game? A game that was built on the initiative of children, that is, an exciting, meaningful game. But how to translate this into reality?

So, consider, game technology, which includes a fairly extensive group of methods and techniques for organizing pedagogical process in the form of various educational games.

Unlike games in general pedagogical game possesses an essential feature - a clearly set educational goal and the corresponding pedagogical result, which may be justified, highlighted in an explicit form and are characterized by a cognitive orientation.

V conditions of introduction standard needs to be created conditions for the formation and development of the game. These quite a lot of conditions, but the main one is the ability and love of adults for play activities... In other words, if adults know how and love to play, and they play with the child, they have every chance to build a program that provides psychological comfort to each child throughout the day.

Prepared by: teacher-speech therapist of the highest qualification category Shumova Svetlana Viktorovna, Municipal preschool educational institution "Kindergarten combined type No. 1"

The system of preschool education has undergone changes in recent years: a new "Law on Education in the Russian Federation" , Federal State Educational Standards for Early Childhood Education. For the first time in the history of our country, preschool education became the first level of education.

New requirements that are invested by legislation in understanding the work of a speech therapist at the present stage- it is to restructure your activities with knowledge of new technologies, new rules, new approaches to organizing your own work.

Speaking about the work of a speech therapist within the framework of the federal state standard, I want to focus on those documents that regulate the work of a speech therapist.

In our work, we are guided primarily by:

• RF law "On education" No. 273 F3
• Federal law "O special education persons with disabilities "
• "Model provision on a preschool educational institution"
• Order of the Ministry of Education and Science of Russia dated 17.10.2013 N 1155 "On approval of the federal state educational standard for preschool education" .

These are the main documents regulating the activities of both correctional teachers in general and a speech therapist teacher in particular. They relate to the field of general education, and at the moment there are no standards, federal and state requirements that would directly relate to special education. There are only draft laws, there are public hearings, public discussions of the draft concept of the Federal State Educational Standard for students with disabilities. This standard was developed by specialists from the Institute of Correctional Pedagogy and KP RAO in Moscow. This standard was discussed, but so far this standard has not been adopted, because, both in the government and in the circles of the pedagogical community, the issue of integration is now being widely discussed, the question of where children with developmental problems should study, in particular children with speech pathology, intellectual disability. The issue is being resolved, and this project is supported by the government. Everyone is inclined to believe that inclusion is inclusion, but there are categories of children who cannot be taught in any way in the system. comprehensive school, in particular, the category of children with intellectual disabilities. Currently, the system of correctional education, defectology is preserved and this standard, discussed, corrected, not yet adopted, is freely available on the IKPRAO website.

A feature of the FSES project of primary general education for children with speech impairments is that the decision of the choice educational route given not general program, but to a specific specialist who will work with the child and depends on the requests of the parents, on the objective picture of the physical and mental status of the child. The more complex the structure of the defect, the more to a greater extent the program becomes variable, the greater the proportion of life competence acquires, i.e. the formation of vital skills. There are at least programs for children with speech disorders. For preschoolers, these are programs by T.B. Filicheva, G.V. Chirkina, G.A. Kashe. For schoolchildren, for children with dysgraphia, with dyslexia does not exist. Only the options of speech therapists-practitioners are recommended, who in each specific case build their work in relation to the strategy of correctional speech therapy work with the contingent of children who came to them in an educational institution.

Clause 2.6 of the Federal State Educational Standard defines the directions of development and education of children (educational areas):

• social and communicative development
• cognitive development
• speech development
• artistic and aesthetic development
• physical development.

I want to stop at " speech development". Although this area is isolated as a separate one, in the implementation of all these areas we can find interdisciplinary connections. For example: physical development includes motor development, the development of general motor skills. small, there is articulation, where speech therapy, there is physical education.If we talk about artistic and aesthetic development, then it is understood that children develop musical abilities, if it is musical ability, then this is work music director, and if this is the work of a music director and speech therapist, then this lesson in logo rhythmics, without logo rhythm, classes with children with stuttering are impossible.

Speech development includes:

• proficiency in speech as a means of communication
• enrichment of active vocabulary
• development of coherent speech, grammatically correct dialogical and monologic speech, development of speech creativity
• development of sound and intonation culture of speech, phonemic hearing
• acquaintance with book culture, children's literature, what we do not deprive of attention in the structure of a speech therapy lesson, when we say that any lesson should be built within the framework of one lexical topic, is united by a common game plot.
• listening comprehension of texts of various genres of children's literature. This is an allusion to the development of impressive speech, to the understanding of addressed speech, including that realized in children's literature, in writing and speech creativity.
• the formation of sound analytical-synthetic activity as a prerequisite for teaching literacy (prevention of dysgraphia, dyslexia, violations of written speech in general. It is fully taken into account in this section, in this direction in the structure of the PLO of a preschool educational institution.

In this area, all areas of work with which we work - speech therapists, are determined.

The content of the work will depend on who we work with, on the age and individual characteristics children is determined by the goals and objectives of the program. Will be reflected in general education program and a partial speech therapist program. It can be realized in communication, in a game, in cognitive and research activities. This provides an opportunity for creativity, i.e. this can be done in any kind of activity in a group, office, in the structure of classes of other specialists. But no one forbids conducting traditional speech therapy classes, which will later turn into a classroom-lesson system at school. Decently sitting at the table, and not lying on the floor, in front of a mirror and in the structure of traditional communication, a teacher-student, a child with speech pathology - a speech therapist, a child-adult. Both in group and in subgroup and individual forms of work.

The main idea of ​​the FSES DO is to support the diversity of childhood through the creation of conditions for the development of the abilities of each child. Each child will develop at the pace that is characteristic of him. Modern children are different from us, therefore, it is more and more difficult to establish the interaction of a child with a parent, a child with a teacher, a child with society.

Unfortunately, a generation of children is currently growing, often indifferent to speech activity, demonstrating a dislike for difficult tasks avoiding regular efforts and difficulties in general. Speech communication for such babies is not personally significant.

Observed and "Extinction" parenting initiative is another urgent problems today. Therefore, it is so important to find and introduce into practice new forms of work with preschoolers and their parents.

Children with speech disorders often have an unstable psyche, they have an unstable psycho-emotional state, decreased performance and fatigue. Speech therapy classes for such children are hard work. It is nice when children with joy and desire go to classes with a speech therapist, in anticipation of what awaits them today. And what can await them? An attractive environment of the speech therapist's workspace, aesthetic design, play didactic aids, this is the only way to get the child interested and invite them to a dialogue.

In these changing conditions, we teachers of preschool education need to be able not only to freely navigate in a wide range of modern technologies, but also to effectively implement them.

In accordance with the Federal State Educational Standard, the educational process should be based on age-appropriate forms of work with children.

It is possible to involve a child in activities only when he is interested, when he is passionate and plays. And what is the main form of work with preschool children and the leading type of activity? Of course it's a game. If play is the main activity for a child, then, as teachers, we need to readjust to play, what kind of game? A game that was built on the initiative of children, that is, an exciting, meaningful game. To do this, I tried to create a content-rich environment for the implementation of a productive, exciting, informative and creative joint activities with kids.

Currently, the interest of teachers has increased significantly (teachers-speech therapists, educational psychologists, educators) to the use of sand games in working with children.

Light tables for sand painting have become especially popular now. It's not really a game though. Working with sand develops tactile sensations and hand motor skills.

Sand painting is ideal for working with hyperactive and overly excitable children. The sand therapy method is especially suitable for children who, for whatever reason, refuse to complete various tasks in traditional classes.

The natural need of children to play with sand made me think of using the sandbox in my work. Partial transfer of speech therapy classes to the sandbox gives a greater educational and educational effect than standard forms of education.

First, the child's desire to learn something new, experiment and work on his own is significantly enhanced.

Secondly, when using sand games, tactile sensitivity develops as a basis "Manual intelligence" .

Thirdly, in playing with sand, all cognitive functions develop more harmoniously and intensively. (perception, attention, memory, thinking) as well as speech and motor skills.

Fourthly, the subject-game activity is being improved, which contributes to the development role-playing game and communication skills of the child.

So a box of sand appeared in my speech therapy office. For games-activities in the sandbox - a lot of figures no more than 8 cm high in different lexical topics... These are people, animals, vehicles, marine life, etc. toys from "Kinder surprises" ... Also various natural material (sticks, fruits, seeds, shells, etc.).

Backlit sand drawing tablet (write syllables, draw (without light), compose a story based on the picture itself, draw vegetables, fruits, trees.

I add details to the box of sand, and we already get "Color Parallels" -

I give the atmosphere a mystery, I ask the question: "How do you know what is hidden under the sand without touching it?" ... At the same time, as a hint, I offer children a variety of objects: a stick, a tube, a stone, a string, etc. I give a plan-diagram in which, with the help of symbols, it is indicated where the objects are. The guys agree on who reads the diagram (for example, the first item is in the yellow row, in the second cell from the top, etc.), and who uses a brush to find objects. Then the couples determine and pronounce where the sound is hidden. Objects are settled in different sections of the sand table: in the right, objects with a sound are placed at the beginning of a word, in the left - at the end of a word. In parallel, there is a development of spatial representations, which increases the effectiveness and quality of activities (productive and creative, cognitive).

With help "Merry Men" , which are a latex ball filled with sand, due to which, it can take on different shapes.

I give the children a task: when they hear the sound "WITH" , to dazzle a smile when there is no sound - sadness (the corners of the lips are down)... This is how they convey emotions with the help of facial expressions. "Little men" and at the same time develop auditory memory.

I teach pupils the skill of synthesizing a syllable. Exhibiting "Little men" in pairs, (first blue next to red with sound symbol "A" , in the form of a mouth - a large circle)... The child connects sounds and gets a syllable "CA" . Similar work conducted with other vowel sounds.

I use play exercises with sand in individual speech therapy work with children, as well as an element of a subgroup lesson.

Experience shows that the use of sand therapy allows even "Notorious" the child, to keep the preschooler's working capacity longer, and also to increase interest in speech therapy classes.

Along with this, it is known that sand absorbs negative psychic energy and has a relaxing effect.

One of the unconventional speech therapy technologies is Su-Jok therapy ("Su" - brush, "Jock" - stop)

The well-known teacher V.A. Sukhomlinsky once said that the mind of a child is at his fingertips. And these are not just nice words. The thing is that in the human brain the centers responsible for speech and movements of the fingers are very close. By developing fine motor skills, we activate the neighboring areas of the brain that are responsible for speech. And the formation of speech contributes to the development of thinking.

In correctional - speech therapy work, Su - Jok therapy techniques can be used as a massage for dysarthric disorders, for the development of fine motor skills of the fingers.

Massage with a special ball. Since there are many biologically active points in the palm of your hand, effective way their stimulation is a massage with a special ball. By rolling the ball between their palms, children massage the muscles of the hands. (Stroke my palms, hedgehog! You are prickly, so what! I want to stroke you, I want to get along with you).

Each ball has "Magic" ring.

We put the rings on the fingers one by one and massage them (finger play "Finger boy" - Finger boy, Where have you been? I went to the forest with this brother, cooked cabbage soup with this brother, ate porridge with this brother, sang songs with this brother).

Absolutely safe - misapplication never hurts - it's just ineffective.

In my work I also use tablets by I. Lykova, I. Maltseva "Logiko baby" with sets of cards with exercises for children to master basic literacy.

I widely use ready-made picture-graphic schemes and plans for stories by T. Yu. Bardysheva, E. N. Monosova.

The authors note that the most effective in their work are methods and technologies for the development of coherent speech, based on building a coherent statement with the help of visual images (subject pictures, stimulus symbols, from which a sentence scheme and a story plan are made. Thanks to this technique, children will be able to adequately use various types of sentences, retell texts and compose stories based on picture-graphic plans on their own.

"Teach a child some five unknown words - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly" . (K. D. Ushinsky).

Recently, in my work, I began to use such a form of work as - Lapbook. I decided to arrange games and speech material to consolidate the sound in the form of a now fashionable laptop. A laptop is a self-made book - a clamshell or a thematic folder with different pockets and moving parts. It collects material on a specific topic. At the same time, a ready-made laptop is not just a hack. it The final stage work on the sound that the child has done on the topic. At each stage of work on fixing the sound according to my assignment, the children together with their parents make pockets for games, select games, riddles, tongue twisters, pictures and other material for games. In a laptop "Visiting Shipelochka" games and exercises are presented, aimed at more than just automating sound [NS], but also tasks for the development of phonemic hearing, sound analysis and synthesis, the prosodic side of speech, grammar. All work with a laptop contributes to the enrichment of vocabulary, the development of thinking, visual perception, memory, attention, fine motor skills.

We live in the information age. Computerization has penetrated almost all spheres of life and activity of a modern person. Therefore, the introduction of computer technologies in education is a logical and necessary step in the development of the modern information world as a whole. In accordance with the Concept for the introduction of new information technologies in preschool education, the computer should become kindergarten the core of the developing subject environment. Therefore, it is important to create a system of work using a computer for the development of the child and, above all, the formation of his psychological readiness for life and activity in a society that widely uses information Technology... For a preschool child, play is the leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected developing computer games and tasks are for the child, first of all, a game activity, and then an educational one. Children receive an emotional and cognitive charge that makes them want to consider, act, play, and return to this activity again. This interest lies at the heart of the formation of such important structures as cognitive motivation, voluntary memory and attention, the prerequisites for the development of logical thinking.

Special computer games "Learning to Speak Correctly" , "Games for tigers" etc. "Speech games" for an interactive whiteboard.

Recognizing that the computer is a powerful new tool for intelligent and creative development children, it must be remembered that he should only complement the teacher, and not replace him.

As a speech therapist teacher, I use ICT in my work for:

1. Selection of illustrative material for classes and for decorating stands, groups, classrooms (scan, internet, printer, presentation).
2. Selection of additional cognitive material to classes, acquaintance with scenarios of events.
3. Acquaintances with periodicals, developments of other teachers.
4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the diagram once and then only make the necessary changes.
5. Create Power Point presentations to improve efficiency educational activities with children and pedagogical competence of parents in the process of parenting meetings, master classes, "Round tables" .
6. Exchange of experience: creating your own mini-sites on popular portals, publishing materials teaching activities on various sites.

In my practice, I actively use Internet resources as the main source of self-education. In order to comply with the standard of a modern specialist, I registered mini-sites on well-known portals on the Internet.

In practical activities I use presentations for children and their parents, colleagues in the framework of open events (classes, joint project activities with preschool teachers).

The preschool education standard imposes special requirements on the activities of a speech therapist teacher. A modern speech therapist is obliged to carry positive mood in communicating with children, parents, colleagues, allowing you to establish communication links, to resist stressful situations.

A innovative technologies, used by me in my own speech therapy practice, are based on the priority directions of the FSES DO.

Correctional work of a speech therapist in the conditions of the Federal State Educational Standard

Compiled by the speech therapist Rogotneva N.I.

MBDOU "CRR-kindergarten №38" Golden Key "

All preschool activities educational institutions is aimed at the implementation of the Federal State Educational Standard. The goal of speech therapy work is timely diagnosis, prevention and correction of speech disorders that impede the assimilation of program material, increasing their speech literacy and activity. A distinctive feature of the new standard is its activity-oriented nature, which sets the main goal of the development of the pupil's personality. The leading activity of a preschooler is play activity. But for children with various speech disorders, the main type of activity is both play and communication. And the purpose of communicating with the child in the new conditions of the Federal State Educational Standard was not substantive, but personal result... It is important, first of all, the personality of the child himself and the changes occurring with it in the process of correction and learning.

The success of correctional and developmental activities in the new conditions of the Federal State Educational Standard is ensured by the implementation of the following principles:

1. The unity of diagnosis and correction. According to this principle, we carry out a mandatory comprehensive diagnostic examination of the child and, on the basis of its results, determine the goals and objectives of the individual correctional and developmental program. At the same time, we carry out constant control over the development of the lexical and grammatical structure, coherent statements of the child, over his activities, behavior, the dynamics of his emotional states, feelings and experiences.

2. Operational principle of correction. On speech therapy classes at the beginning of the lesson, children need to create a positive attitude towards the perception and awakening of interest in learning new material, as well as on the correction of psychophysical functions. For this purpose, they are carried out in different versions: elements of psychotherapy, the use of music, relaxation, mimic and imitation exercises, etc. We consolidate lexical and grammatical categories in an interesting way, develop coherent speech, practice correct sound pronunciation, which helps to get a good experience of communicating with each other and with adults. A skillfully selected development environment also contributes to the implementation of this principle. In our work, we use various exercises and tasks that contribute to the development of memory, attention, logical thinking.

3. The complexity of methods of psychological influence.

This principle allows us to use all the variety of methods, techniques, means in the teaching and upbringing of children with OHP. These include those that have received the greatest distribution and recognition in the theory and practice of correction in recent years. We use such methods of game correction as finger gymnastics, Su - Jok therapy, drawing with semolina, coding the words "Cipher", finger steps for the development of fine motor skills. Through methods and techniques aimed at self-regulation throughout the entire lesson, from the organizational moment to summing up the lesson, we try to achieve the ability to adequately respond to the emotional experiences of loved ones, to empathize with significant characters in works of art; develop the ability to use expressive means to convey emotions and feelings; improve the development of emotional perception of the surrounding world

5. Active involvement of the closest social environment to work with the child .

For this purpose, parents are consulted on the state of speech skills of pupils, the content of speech therapy work, its effectiveness, and the consolidation of results at home.

Taking into account the indicated principles makes it possible to ensure the integrity, consistency and continuity of the tasks and content of training and development activities. In addition, taking them into account made it possible to provide an integrated approach to eliminating general speech underdevelopment in children.

Correction and development are determined by the following directions (selected depending on the structure of the speech defect):

1. Correction of speech disorders:

development of articulatory motor skills, joint movements of the articulatory apparatus and hands (bioenergoplasty);

development of paralinguistic means of communication (prosody) and voice properties;

development of speech breathing;

development and correction of phonemic processes;

vocabulary formation and enrichment, lexical work;

formation and development of the grammatical structure of speech;

the development of coherent speech.

2. Correction of non-speech processes:

development of mental processes (perception, attention, memory, thinking, arbitrariness and motivation);

development of general and small motorboats;

development of regulation (including self-regulation actions);

development of visual-spatial functions;