Grid of speech therapist at logopunkte in dow. Speech therapy work in terms of the logging station of a preschool educational institution

Formation of correct and clear speech is one of the most important tasks in the general system of speech development work in kindergarten. Recently, there has been an increase in the number of children with various speech disorders. Therefore, the main task of a speech therapist is to help such children in the conditions of a kindergarten of general developmental type. Classes with children with speech disorders are conducted on log-point DOE.

Preschool speech therapy center   - the most "young" form of organization of correctional speech assistance to children with speech impairments.

The purpose of the log item   In the preschool educational institution is to provide the necessary speech therapy assistance to children 5-7 years.

The main tasks and job responsibilities of a speech therapist at a speech center are:

• examination of pupils and identification of children among them who need preventive and corrective speech assistance;
• study of speech development  children, the definition of the main directions and content of work with each of them;
• systematic carrying out the necessary correctional and speech work with children in accordance with their individual perspective plan;
• the formation of the pedagogical staff of the preschool and parents of information readiness for speech therapy work, help them in the organization of a full-fledged speech environment;
• coordination of efforts of teachers and parents, control over the quality of their speech work with children.

In order to describe in more detail the specifics of the work of a speech therapist in a speech therapy center, it is advisable to compare this form of organization of correctional care with work in a log group (specialized speech therapy group, for children with speech inference):

1) in the speech therapy group, the composition of the children does not change during the year, up to 12 people per speech therapist, depending on the verbal conclusion. At a speech center, children arrive and drop out during the year, while at the same time 20-25 people work with one speech therapist;

2) in the speech therapy group, children have the same speech conclusion, which determines the program of classes. At the log post at the same time, children with different speech conclusions are engaged (FNNR, ONR, dysarthria, dyslalia, etc.);

3) there are currently no log items available correctional programin our work we rely on modern technologies and developmentsFilicheva, TB, Ushakova, OS, Tkachenko, TA, Gribovoi, O.E., Gromova, O.E., Solomatina, GN, Konovalenko, V.V., and S.V. and etc.;

4) a speech therapist at a speech center works in a different mode than the speech garden. The main forms of organization of work with children with speech disorders are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week) and are calculated from 6 months to 1.5 years;

5) a speech therapist at a speech center is forced to wedge into the learning process on the day when the child attends his classes.  Children with speech disorders themselves receive correctional care in batches, rather than daily, as children of a speech therapy garden.

Based on the conditions of work with children at the log post, the efficiency remedial work  to correct speech disorders depends on the joint efforts of a speech therapist and family!

What kind of children take on a log post?

Children from the age of 5 with simple speech disorders (as compared to diagnostics for speech therapy gardens) are credited to the speech therapy center.

Not all children of a regular kindergarten, but only those who need help, are taken to speech therapy points. There is a sequence depending on the severity of speech disorders. First of all, children of 6 years old are enrolled, who after a year enroll in school. That is guys from preparatory group. As well as those who have not completed classes with a speech therapist last year. The remaining places are credited part of the children. senior group. All others who need the help of a speech therapist are put on the queue.

With what diagnosis (speech therapy conclusion) can you get to a speech center?

Most often, children with such speech therapy conclusions are accepted:

• violation of the pronunciation of individual sounds (in children with dyslalia, dysarthria or erased form of dysarthria) - FNR;
• phonetic-phonemic speech underdevelopment (in children with dyslalia, dysarthria or the erased form of dysarthria) - FFNR;
• OHP of the third level in children with dysarthria or an erased form of dysarthria, or NVONR is not a pronounced general underdevelopment of speech.

Children are enrolled at a speech therapy center based on the results of the diagnosis of oral speech (sound pronunciation) at the beginning of the school year (until September 15).

In which mode are classes at log post?

Individual and subgroup classes - 2 times a week.

The best effect, of course, give individual sessions. How often individual lessons are held with your child and their duration determines the speech therapist depending on the severity of the speech disorder, the age of the baby and his psychophysical features. Mostly individual lessons at a log post last from 10 to 15 minutes. Subgroup up to 20 minutes.

The wishes of the speech therapist teacher to parents

Summing up, it should be noted that it is very difficult for a speech therapist to solve the task of completely correcting the speech of children alone. To successfully correct the speech of children simply need the help of parents! They must follow all the recommendations of a speech therapist and regularly consult with a specialist. And, of course, on the part of parents, close monitoring of the baby’s speech is necessary.

The effectiveness of remedial assistance to the child depends on the degree of interest and participation of parents in correcting speech. An important role in the cooperation of parents and speech therapist teachers are assigned to exercises and games, tasks that are recommended by a speech therapist. The tasks are complicated when the child enters the preparatory group for school.

Speech therapy tasks are different types of tasks aimed at securing in children at home the knowledge and skills that were acquired during subgroup and individual lessons on the formation of the lexical and grammatical structure and coherent speech, in preparation for teaching literacy, raising the correct sound pronunciation , that is, in all areas of speech development provided by the program content. Much attention is paid to the automation and differentiation put by the speech therapist in the classroom of sounds.

Teacher speech therapist

Glude Albina Raphaelevna

Self-analysis of the speech therapist MKDOU number 90

Parshina Elena Anatolyevna

"The organization of correctional and developmental

work at the log-post DOU "

In 1998 I graduated from the National Pedagogical University with a specialization in Speech Therapy, in 2000 I received the specialty “speech therapist” at the National Pedagogical University. I have a teaching experience of 20 years. All these years I have been working speech therapist  In MCDOU number 90 kindergarten "Kalinka". I have the first qualification category. In my work I rely on the following regulatory documents:

The Constitution of the Russian Federation;
Law of the Russian Federation of 10.07.1992 No. 3266 - I “On Education”;

Model regulations on preschool educational institution (as amended by the Order of the Ministry of Education and Science of RUSSIA dated October 27, 2011).

Convention on the Rights of the Child;

Instructional letter of the Ministry of Education of the Russian Federation “On the organization of a speech therapy center in general educational institution”Dated 14.12.00, the number 2;

Instructional letter of the Ministry of Education of the Russian Federation dated 07/18/79. №345-M "Regulations on speech therapy centers at secondary schools";

By the letter of the Ministry of Education of the Russian Federation “On the Psychological, Medical and Pedagogical Consilium (PMSC) of an educational institution dated March 27, 00 No. 27/906-6;

Regulations on speech therapy center DOW;

Charter pre-school educational institutions;

Tariff and qualification characteristics of a speech therapist teacher, set out in the order of the Ministry of Defense of the Russian Federation No. 463/1268 of December 31, 1995, “On Approval of Tariff and Qualification Characteristics by Positions of Employees of Educational Establishments”

Sanitary-epidemiological rules and standards SanPiN 2.4.1.2660 –10 dated 07.22.2010. №91 "Sanitary and epidemiological requirements for the device, content and organization of the mode of operation in preschool educational institutions."

Instructions for the protection of life and health of children of preschool age;

This job description;

When planning my work I use the following software:

Filicheva TB, Chirkina G.V. The program of speech therapy work on overcoming the phonetic-phonemic underdevelopment of children - edition 2009;

Filicheva TB, Chirkina G.V. Program speech therapy work to overcome the general underdevelopment of speech - 2009 edition.

Kasha G.A., Filicheva T.B. Training program for children with the underdevelopment of the phonematic structure of speech (preparatory group). - 1978;

Kasha G.A .. Filicheva TB, Chirkina G.V. Draft program for the upbringing and education of children with FSFR (seventh year of life). -1986

Tracking the contingent of children receiving correctional care, I noted that the number of children with erased dysarthria increases every year. In 2008, of the total number of children with speech disorders, 62% had erased dysarthria. By 2011, the percentage of children increased to 92%. The neurological status of these children is characterized by the presence of residual PCA, MMD, hypotonic syndrome, ADHD. Modern schools at admission impose very high demands on the child. The learning process assumes that the child can control himself, carefully listen to the teacher’s explanations, fulfill his requests and instructions. From the child is required the ability to read, write, understand the content of the read. At the same time, the material offered in the lessons is very rich in information; the child must be ready to quickly perceive and process it. Impaired neuropsychiatric function, tempo delay mental development  most typical of erased dysarthria. The speech defect is accompanied by a weakness of the processes of memorization, a violation of the visual-spatial orientation. To this is added the difficulty of processing visual and auditory information. On the other hand, in the majority of children, arbitrariness of behavior is not formed, attention and regulation of their actions are reduced, there is no self-control over their speech.

Based on the above, I set myselftarget:

Creature special conditions  for the formation of children's success in school.

To achieve this goal, I set the followingtasks :

Socialization of pupils through the formation of a full-fledged phonetic and lexical-grammatical system of the language;

Creating a subject-developing environment;

The use of health-saving technologies in the correctional process;

The use of innovative computer technology;

The interaction of all participants in the correctional educational process.

The developing environment of the speech therapy room is represented by the following zones:

Active learning zone. This zone is represented by an interactive whiteboard, a magnetic whiteboard, and a space for interacting with children during organized activities. Its elements are also tables and chairs with adjustable height. In the required quantity there are colored pencils, visual aids and games used during classes (depending on the goal).

Zone of individual correction. A wide, well-lit mirror, chairs, adjustable in height and a large selection of didactic aids and games, allows you to fully correct the pronunciation of children. In the presence of individual spatulas and probes for setting sounds. There is enough didactic material for the automation of sounds, the development of respiration and diagnostic examinations.

The formation of graph-motor skills. A variety of benefits aimed at the development and preparation of the muscles of the hand to the letter. Bean pool, stencils, variants of rough alphabets, sets for embroidery, games with clothespins, etc. are bright, occupying material for children.

Zone of activation of speech activity and manual skill. A colorful panel helps a child to make statements on a positive emotional background, invent plots and simultaneously beat them using the whole arsenal of benefits.

Relaxation zone. The easy chair allows the child to relax and calm down, restore emotional imbalance, tune in to the lesson. I also use this area for a relaxing massage.

Methodical, didactic and game zoneescorts. It contains the following sections: reference books on defectology, speech therapy and child psychology; scientific and methodological literature, materials on the examination of children's speech; curriculum plans for sections of the correction and development of speech (in folders with files); manuals for didactic support of the correction process; entertaining game support for speech therapy classes (board games, lotto, toys).

Information support of my activity is at a high level. A large number of books and magazines Speech therapist, Educating and Teaching Children with Disabilities in Development, Speech therapist in Kindergarten, and Defectology have been collected in the office. The library of the office is constantly updated with new specialized literature, as well as the catalogs of publishing houses "Sphere", "Dwarf and D". The speech therapy room is equipped with special aids aimed at:

formation of the psychological base of speech (“Mailbox”, collapsible toys, Segen boards, Koos cubes, games like “4th exclusion superfluous”, etc.);

development of fine motor skills (beads, lacing, stencils, mosaic, pyramids, ropes, calculating sticks, balls of different diameters, finger, glove theater, accessories for embroidery, weaving, card files for the development of thin movements of fingers and hands, materials for the development of graphic skills children);

the formation of the correct sound pronunciation (games and manuals for the development of speech breathing, an album of exercises of articulation gymnastics, sets of subject and plot pictures for automation and differentiation of sounds in words, sentences and stories, etc.);

development phonemic hearing  and perceptions (sound lines to form the conceptsound range , counting sounds, determining their sequence; cards "Determine the place of sound"; cards - symbols of vowels and consonants; didactic games on the selection of sound from the composition of the words such as "Chain", "Train", "Sound Clock", etc.);

development of vocabulary - grammatical structure of speech (sets of subject pictures for exercises in inflection and word formation, in the use of prepositions, in coordination, sets of subject pictures for composing simple sentences; desktop - printed games in which it is required to use different constructions of sentences, etc.);

development of coherent speech: plot pictures and a series of plot pictures for storytelling; board games requiring explanatory speech; books - babies with retelling texts, etc.

When realizing the task of forming a full-fledged phonetic and lexical - grammatical system of the language, I expand and deepen the speech therapy impact, on the one hand, on correcting the sound pronunciation, forming the lexical and grammatical system, language analysis and synthesis, forming graph-motor skills, on the other hand, on the formation of active voluntary activity, processes of self-control and self-assessment. O.A. Stepanova believes that the lack of formation of school-significant functions and subsequently determines the problems in the training of the child. Therefore, I consider it necessary to develop school-significant functions that largely determinethe full value of learning all the educational material of the initial stage of training. Functions such as the development of visual perception and memory, analysis and synthesis; spatial  orientation, optical-spatial analysis and synthesis; auditory perception and attention, auditory speech memory, phonemic hearing; sensory-motor coordination are most important, as they are the basis for successful schooling.

To more accurately understand the mechanisms of speech disorders, the definition of the correctional program for the child and the prediction of the child's dynamics, it is necessary to conduct a basic diagnosis. I carefully study the medical reports of narrow specialists. Be sure to spend functional tests for dysarthria, examination and subsequent monitoring of the formation of school-significant functions  according to the following parameters: auditory memory, auditory gnosis, auditory and speech attention, visual gnosis, opto-spatial gnosis, visual memory.I compare the characteristics provided by the educator with the indicators of my diagnosis. In my practice in recent years, to determine the level of speech development, I use the voice map proposed by N.V. Poverty. It provides an opportunity to thoroughly analyze the result of the survey; tasks are selected in accordance with the speech rate; This map allows you to track the dynamics of speech development and correctional assistance; offers a large number of examples of children's speech. I also use the album OB for examination. Inshakova, materials S.E. Gavrina, N.L. Kutyavinoy, O. Gribovoy. The survey is conducted according to the following parameters:

history data;

features of the articulatory apparatus;

motor sphere;

impressive speech;

general sound of speech;

sound pronunciation;

syllable structure of the word;

phonemic hearing;

vocabulary;

grammatical structure;

word formation;

connected speech.

The survey is carried out fractionally in the morning. In the course of the survey, I try to diversify the techniques: I use ball games, actions with objects, and surprising moments. After the end of the survey I make an individual schedule of the state of psycho-speech developmentfor each child. The result of the diagnosis is a plan. individual work, perspective plan of subgroup work. Throughout the training, the dynamics of the speech development of each child are monitored; data is also recorded in the voice map.

To help children prepare for a full learning activities  need to start work already in preschool age  and, above all, in the older preschool years. According to neurophysiologists, the decisive role in the occurrence speech disorders  functional disorders of the asymmetry of the cerebral cortex and interhemispheric interaction play. That is, one of the reasons is the “coordination inability” to learn, the inability of the right and left hemispheres to integrate.

To overcome the existing violations, it is necessary to conduct specialized complex remedial work. The exercises on inter-hemispheric interaction or kinesiological gymnastics have proven themselves well. These exercises make it possible to create new neural connections and improve the functioning of the brain, which is responsible for the development of mental processes, including speech and intelligence. These exercises improve mental activity, synchronize the work of the hemispheres, help to improve memorization, increase the stability of attention. The use of this method reveals the hidden abilities of the child.. Many exercises are aimed at the development of physical and psycho-physiological qualities, the preservation of health and the prevention of deviations in their development.They develop the body, increase stress resistance.  organism, synchronize the work of the hemispheres, improve the visual-motor coordination, form spatial orientation, improve the regulatory and coordinating role of the nervous system.

For the effectiveness of correctional and developmental work it is necessary to observe the followingconditions:

Kinesiology exercises are conducted in the morning, lasting 5-15 minutes;

Exercises are performed in a friendly atmosphere;

Kinesiological gymnastics is carried out systematically, without skips;

Children are required to perform precise movements and techniques;

Methods and techniques:

Stretch marks normalize hypertonicity and hypotonia of the muscles of the musculoskeletal system.

Breathing exercises - improve the rhythm of the body, develop self-control and arbitrariness.

Ophthalmic exercises - allow you to expand the field of view, improve perception, develop inter-hemispheric interaction and increase energization of the body.

Body movements - develop interhemispheric interaction, involuntary, unintentional movements and muscle clamps are removed.

Exercise for the development of fine motor skills - stimulate the speech areas of the brain.

Massage - affects biologically active points.

Relaxation exercises - contribute to relaxation, stress relief.

When planning and organizing activities, I use the development of A.N.Sirotyuk. O.A. Stepanova. Work in these areas is carried outin individual and subgroup classes. The link is the thematic organization of the material. The basic principle of organizing the content of classes is a systemic effect on the mental sphere of the child. For the formation of arbitrariness in children, the organizing moment is a clear structure of activity, preferably with visual support. To do this, I use analyzer markers that allow the child to make a time plan for the child, or a variant of the pyramid. This helps the child to control himself in time.

At each speech therapy lesson gets a whole group of B P F:

1) hearing and visual-objective memory;
2) perception of a different modality;
3) spatial representations and body layout;
4) thinking.

In this regard, the structure of my lesson includes tasks for all of the above areas, whether it is a lesson in the formation of lexical and grammatical means, the formation of sound pronunciation, or preparation for teaching literacy. On the initial stage  correctional impact in the activities include exercises and games on the development of hearing and speech attention and memory. These tasks begin the lesson, which is an organizational moment and, as a result, the introduction of the child into the activity. Tasks like "Listen, count "," How many apples fell? "" Who came is a bear or a mouse? "," Remember who is the first ", etc. form a child's ability to focus on the speech of an adult and activate attention.In the preparation process, I also pay great attention to expanding the volume of visual memory and the attention of children “Whose silhouette?”, “Confusion?”, “Find out what it is?”, “Compare pictures”, “Find the differences”. A long-term visual and speech memory is trained by receiving at the beginning of an activity an object or a picture or word related to the topic of activity. By the end, children should remember the name of the word, or choose from other objects or pictures. Gradually the number of objects increases, the reproduction of the sequence of the series is welcomed. By the end of the preparatory group, children can hold in their memory and reproduce a series of up to 6-8 elements.

For the formation of speech attention, I use tasks for the development of hearing-speech memory, differentiation and memorization of the sounding series. In individual and subgroup classes, children learn to hear and distinguish sounds (various noises, musical instruments, clapping hands, knocking on the table, objects with different content), to memorize the sequence of sounds. Such games as: “What musical instrument sounded?” “Find the same rattles,” “Show me what sounded first, what later” form the child’s idea of ​​the sounding series and allow you to transfer it to the sound sequence. Games in which you want to determine the direction of the sound, belonging to the voice “Where does the bell ring?” “Where does the rattle ring?” “Where does the chicken squeak?” “Who called you?”, “Who has the toy?” “Who is the robber today?” Form the child has the ability to navigate in the surrounding space, to distinguish the direction and timbre of the voice. In parallel, we learn to master the subject line, which is a prototype alphabetic analysis. Getting acquainted with the spatial pretexts "for, before " , adverbsafter, in front, behind at the beginning, at the end , the child at the plane level masters the process of interposition of objects. In the work of preparing for literacy education, the primary task is to teach the child to orient in his own body. For children with speech disorders, it is very difficult to master this process, since it is based only on one's own feeling, not supported by any analyzer. Therefore, in my work with children in differentiating the scheme of my own body, I connect a tactile analyzer. We begin all work on orientation in space by determining the left side of the body for one reason - the opportunity to listen to the heartbeat. Such games and exercises as “Touch the right ear to the right ear”, “Take with the left hand”, “Topne with the right foot”, “Collect with the left hand”, etc. help the child master the scheme of his body. consistently complicating tasks, I teach children to determine the direction in space, “What is left? What is on the right? What is in front? What is behind? ”Etc. At the same time, work is being carried out on the assimilation by children of spatial relationships and a linear sequence of objects. These exercises are included in the organizational aspects of the activity and in individual activities. First, we work out all the tricks on our own body, then we go to the plane. A full understanding of spatial relationships is impossible without orientation in time, allowing a person to realize the duration of what is happening, the sequence of events. The child is "confused" in elementary concepts earlier - later, quickly - slowly, etc. has difficulty predicting the sequences of one or another of their actions, with planning their sequence. In other words, orientation in space and time is the most important condition not only for successful learning in school, but also for successful adaptation to any life situations. When a child is acquainted with a letter, it is important to clarify the spatial arrangement of the elements. Children are offered exercises in the design and reconstruction of the letters of the alphabet with the help of counting sticks. Children practice the analysis of the composition and structure of a graphic sign, in its synthesis from elements, in a comparative analysis of printing letters. To consolidate the graphic image of the letter, children familiarize themselves with it, using most analyzers:

sand letter definition

recognition of letters in difficult conditions

putting a letter out of counting sticks, beans

embroidery lettering on perforated cardboard

cutting out the letter on the contour

recognition of the letter written in dotted lines

definition of a letter with an unfinished element

search for noisy letters

display of correctly written letters among mirrored

drawing a letter in the air with two hands

drawing on flour

drawing a letter on the palm, guessing

the use of the manual "Find the letter"

Much attention is paid to the formation in children of the processes of sound-letter analysis and synthesis, since the insufficient formation of these processes leads to manifestations of dysgraphia in school education. Definition of the first, last sound in a word, determination of the number of sounds, syllables in a word, their sequence, ability to make a diagram of syllables, words, sentences - these skills are successfully taught by children in my classes. Despite the large number of textbooks on literacy, I developed my own material on this topic, so that the children could consolidate their skills at home.

Much attention is paid to the development of visual-motor coordination. The inability to use the resource of its own body and, as a result, muscle clamps, lack of accuracy in movement extends both to the entire muscle complex and to speech motor skills. Using games to coordinate the movement, I improve the children's visual and auditory perception, to form a sense of rhythm and space. Regularly in the classroom I use relaxation exercises, they help to restore muscle balance in the child, soothe and allow you to better concentrate on the material. We also use elements of self-massage with children:

activating massage of the hands with pine cones

activating massage of the hands with the use of needle dumbbells

activating massage of the ears

relaxation bean massage

relaxation massage of hands

Speech material accompanying massage is always associated with a lexical theme, which allows you to accumulate a passive and activate the vocabulary obtained in the classroom. At the beginning of the correction process, many children, due to their speech defect and psychological characteristics, do not make contact well, do not show speech activity, or completely deny speech activity. Therefore, in my practice I widely use ball games. Working with the ball allows the child to indirectly engage in joint activities, encourages communication and receiving positive emotions. In the future, ball games help develop eye-motor coordination, contribute to the establishment of a hand-eye connection. Based on the knowledge of the level theory of the organization of movements described by the physiologist N.A. Bernstein, you can purposefully regulate this or that level of movement with the help of exercises and ball games. I took the development of TA as a basis. Vorobyeva, OI Krupenchuk, who offer as one of the methods of forming the prerequisites for mastering reading and writing through ball games. In my arsenal there are balls of different sizes and textures. I use the following ball games:

aimed at the development of fine motor skills (grabbing the ball with a finger, palm; holding with a finger; rolling in the indicated direction)

aimed at developing orientation in space (throws indicating the direction, rolling, knocking the ball on the surface)

aimed at the formation of the correct sound pronunciation, the development of phonemic processes (rolling the ball; throws, knocking the ball; passing the ball; tossing the ball; tossing simultaneously with the claps)

aimed at enriching and expanding vocabulary (rolling the ball; throws, knocking the ball; passing the ball; tossing the ball; tossing along with claps)

For the development of arbitrariness are very important tasks that are performed by verbal instructions. Multistep instruction teaches the child to draw up an internal action plan and implement it using self-control. In parallel, children expand the amount of speech memory and auditory attention. Speech accompaniment instructions with the words "Listen carefully and remember" helps the child to concentrate on the task. In subgroup classes, children perform multi-step instructions such as: “Put the bear in the box, hide the bunny under the table, put the chanterelle on the chair”, “Katya, distribute orange balls to the boys, and cones to the girls; yourself, take the yellow ball ”,“ Raise your right hand up, grab your left ear with your left hand, sit down twice ”, etc. In individual classes, when performing articulation gymnastics, I often suggest that the child independently perform the exercises, indicating their name and number, duplicating their words with clarity, for example: “Make the Horse ten times, collect five Mushrooms, blow the ball into the goal five times” . This technique develops independence in the child, concentrates attention and concentration on its actions.

For the formation of arbitrariness and self-control is a good technique is the use of rituals. The realization that a familiar process will take place at the moment helps the child calm down and plan his actions.Each organized activity begins with a certain ritual: I propose to perform a specific task, while paying attention to the analyzer that we need to use. "You need to carefully look at the eyes and name the child who has a green T-shirt, striped socks, blonde hair and a scarf in the pocket", "That child will sit, who will count the number and clap his hands as many times as noses in our office." It organizes children, allows to concentrate attention, to activate thinking and to better complete the task. At the end of the lesson, children are happy to wait for the moment when we jointly pronounce the successes of each. I praise the children and offer them to be built to return to the group in the order in which I praised them. I use this technique, firstly, to raise the child’s self-esteem, to exercise self-control and to develop the ability to objectively evaluate one’s own and others ’activities; secondly, for the development of auditory memory and the ability to navigate in space. I praise every child, I say: “I praise you, you are well done! You tried today! ”And who was distracted - also receives his“ portion ”, but at the very end. But an advance for this child is that even though he is at the end of the line, he must make sure that all the children get to their group and no one is lost. When meeting with new material I try to avoid presentation. I suggest that children find a subject in their environment, which will be discussed or heard in the stream of words or guess about the topic of the activity with the help of a riddle or leading questions. All these techniques help to maintain a high level of concentration and enhance thinking in activities. For success in remedial work, an important aspect is the child's motivation to work. I believe that it is very important for the child to give an advance on success, to publicize his merits, to maintain his individuality, to appreciate success.

At each lesson, exercises for the development of breathing are necessarily included, since the ability to arbitrarily control breathing, control your body helps to develop control over behavior. To do this, in my practice, I use the innovative biofeedback technology “BOS-Health”. The electronic manual allows you to visually adjust your breath to a child under a certain rhythm. Due to this technique, diaphragmatic-relaxation breathing is formed in children, which allows to further form speech breathing. The use of this method has a positive effect on the psycho-emotional state of the child, recommended by the authors for use in teaching children with hyperactivity and attention deficit.

What remains unchanged is that the formation of visual-figurative thinking is most important for successful learning in school. In my classes, I pay a lot of attention to the formation of image-representations. Applying the technique of "friends" - "quarreled", activating the naming of parts of the subject. It is carried out based on the split images. From the very beginning, work begins on the formation of generalizing concepts. The “Fourth Extra”, “Friends are not friends” games are held in the classroom, added to the recommendations to parents. The formation of the operations of comparison and generalization, the activation of the dictionary of nouns, verbs, adjectives takes place when comparing two objects. Games and exercises are widely used to form thought processes:

“It happens or not?”

Tasks for establishing cause-effect relationships

Assignment on the exclusion of superfluous "Name a subject that does not ..."

Tasks for space-time relationships

Puzzle games

Throughout my work with children, I try to find tools that would help improve the efficiency of speech therapy work. The effectiveness of correctional work directly depends on the personal inclusion of the child in the pedagogical process and the awareness of the actions performed by him. Innovative computer technology comes to the rescue. I started to explore this interesting world, creating with the help of the programPowerPoint  bright aids, exciting educational games. A great help last year was the appearance of an interactive whiteboard in my office.QOMOHITEVISION. With its help, it became possible to further diversify and make the correction process more effective. The use of interactive learning in activities allows to stimulate children's cognitive activity, increases interest in speech therapy classes, participate in the development of new knowledge, which effectively affects the results of activities.Currently, I am developing training presentations for each lesson, game assignments on the topic of the lesson. It is very convenient to project the desired images, photos, illustrations onto the screen. Sometimes we use the projector board with the children for finger games as a shadow screen. For literacy classes I prepare slides for acquaintance with the letter, reading syllables and words. Children can independently work on the board, either with the help of an interactive marker, or with a finger. They are familiar with the toolbar on the board and can independently select the positions they need. Children are offered the following tasks:

Sound symbol designation

Charting syllables, words, sentences

Writing a letter

Selection of the subject, depending on the conditions of the task

Shading

Draw a letter on the dots

Letter construction

Selecting the desired item with speech

Classes are held in accordance with the requirements of SanPiN and computer instructions:

no more than once a day and no more than three times a week

continuous work duration is not more than 10 minutes for children 5 years old and not more than 15 minutes for children 6-7 years old

for relaxation of the eye muscles at the end of classes I spend gymnastics for the eyes

I always wanted to have a multifunctional manual that would help consolidate various skills. I made the book “Sound Stories”, which helps children to fix an isolated sound, to develop phonemic hearing, to form a speech exhalation, to fix the use of prepositions and ... verbs in speech, to strengthen the skill of education of relative and possessive adjectives, the practical use of nouns in V.P. and R.P., etc. For the prevention of errors in children in writing, I developed a “Let’s get acquainted, the letter!” Manual with which children at home could consolidate the skills they learned in class sound analysis, writing, reading words and syllables. I use ICT extensively in my professional training. An Internet resource allows you to more accurately select illustrative material, use ready-made games and exercises in the correction process, expand and update your knowledge base, share professional experience between colleagues through Internet sites. I find a large amount of important information on such sites as “Logoped.ru”, “Talker”, “Fun lessons”, “Logomag”, “Logoportal”, etc. As a strategy to improve my professional skills, I plan to start visiting webinars, posting methodical developments  on professional sites, creating a personal site. The use of ICT helps in the preparation and conduct of open classes, leisure activities. Computer technology can make these events more intense, colorful and entertaining. Conducting seminars inside the institution, workshops, consultations for parents and educators allows you to accompany speech material  good visibility and more accurately and in detail to understand the information.

A contingent of children with speech pathology are mostly children with residual damage to the central nervous system, which is the cause of a persistent speech defect in combination with deviations in psychological activity. As the main task of the correctional process is the maximum correctional impact on the child’s speech and mental sphere. The most effective correction of a speech defect is possible only in the context of an integrated approach to overcoming it. In the system of an integrated approach, integration takes place between DOW specialists. Persistence of results is achieved only in the presence of a single correctional educational space in pre-school educational institutions with a network of integrative connections.

Integration of preschool staff in the correction process

-The development of musical and speech hearing

Formation of correct phrasal breathing

The development of the ability to reproduce simple rhythmic pattern

-Development of motor coordination

Formation of optical-spatial representations
-The development of articulation motility

Strengthening the general physical health of preschoolers

Carrying out exercise therapy

The development of fine and general motor skills

Formation of proper breathing

Conducting remedial gymnastics to develop the ability to strain or relax the muscular system,

coordination of movements

The formation of the kinetic kinesthetic basis of movements, the normalization of muscle tone.
- Accounting lexical topics  during classes throughout the week

Systematic control over the pronunciation of correctly set sounds in children

Creating an environment of psychological support for children with speech disorders

Development of VPF

Development of arbitrariness and self-control skills, volitional qualities

Removing anxiety in children

Revitalization of waste vocabulary

Providing psychological readiness for schooling

Increasing the psychological culture of parents and teachers

Creating conditions for the preservation and promotion of health, for the full physical development of children
-Medical control and prevention of morbidity

Formation of ideas about a healthy lifestyle

Treatment and preventive measures: massage, vaccination, physiotherapy

At the beginning of the school year, the specialists of our pre-school educational institution draw up a plan for joint activities (see Appendix).

I consider advisory assistance to pre-school teachers to be a necessary part of my work. During the inter-attestation period, I conducted seminars for educators on the topics: “Spatial orientation”, “Recommendations for the correction of speech development of younger and middle age”, “The work of the educator to normalize speech breathing” and prepared teaching aids  on these topics. Speech therapy work  may be unproductive without their help, as they have the opportunity to follow the child’s speech, to help him consolidate the skills he has learned in class.For caregivers, a special sheet is created in which sections of individual assistance to children who work with a speech therapist are indicated. These are sound pronunciation, lexical and grammatical games and exercises, the formation of graph-motor skills. Based on this table, the educator can build their activities taking into account speech problems  every child. Knowing that a child has sound at the stage of automation, the teacher chooses tasks for the child that will be filled to the maximum with this sound. The teacher helps in consolidating the skills obtained from a speech therapist in the classroom. Speech games on word formation, word changing, didactic games, various lotto games are used in jointly organized activities in the afternoon.

One of the most important areas in the correctional activity of a speech therapist is interaction with parents. I believe that one of the main conditions for successful work with a child is the establishment of trusting relationships, psychological contact with parents. The first acquaintance with parents occurs when preparing documentation for the PMPK. At the beginning of the school year, I spend the first organizational meeting with all parents, preparing them for serious and hard work, explaining that the greatest authority for a child is his family, his relatives. I am setting up parents that their help is simply necessary. I try to find the right approaches to the family. Recently, I have introduced the practice of giving thanks to those mothers who are very responsible in our work together. In recent years, the number of parents interested in speech success has increased. Some mothers are well informed in matters of speech disorders and it is very nice. At the first meeting, I clarify the procedure and tasks that will be solved in the learning process. Next, I conduct individual conversations with parents, where I find out in detail the child’s speech development, his psychological features, we determine the possible cause of speech disorder.

During the year I spend group and individual consultations forparents. The most important topics are:

- “Rules for performing articulation gymnastics ”;

- “Self-massage and breathing exercises”

- “We develop fingers - we prepare a hand for the letter”;

- “How to properly implement recommendations at home”;

- “Development of attention and thinking”;

- “Speech games at home”;

- “How to monitor the automation of sound at home”;

- “How to teach a child to read”;

- “How to teach sound-letter analysis”.

In order to prevent speech disorders speak at parental meetings junior groupswhere I discuss age norms of speech development, possible ways of speech development at a younger age. Near the speech therapy room there is an information stand for parents, where they can track the dynamics of their child, and learn a lot of important and useful information. I practice joint training for children for parents who are playing. By participating in a joint correctional process, parents gradually become more active, responsibly treat the tasks of a speech therapist.

Important in my teaching profession and exchange personal experience, participation in public life.In 2009, I participated inII Colorado-Siberia International Meeting on Teacher Education, dedicated to the topical issue of continuity between primary and pre-school education. In 2010, she visited the author's seminar Nishcheva N.V., dedicated to the differential diagnosis of speech disorders and the organization of work in the speech therapy group. In 2011, she took part in the district professional competition “Teacher of the Year”, where she took 2nd place. I regularly attend city seminars and methodical associations of topical issues. For students of the Makarenko teacher training college, who are undergoing teaching practice in our kindergarten, I spend open classes  and consultations on the topic: "Forms of the organization and conduct of the correctional process in pre-school".

The results of their professional activity  I think:

high level of readiness for school graduates;

the formation of the phonetic side of speech;

the formation of lexical and grammatical categories;

the formation of the processes of sound-letter analysis and synthesis;

consistently high rates of release of children with the rate of speech development at the end of correctional education.

I am very excited about the future of my profession. The steady growth of children with problems in speech development makes it necessary to look for the most effective methods and methods of correctional impact. My strategy for the coming years is the most in-depth study and introduction of elements of neuropsychological correction into the pedagogical process.

The main thing in the profession of a teacher is love for children. “We are on a par with you” - my first suggestion to children when they met. I respect them and teach them to respect each other, so that they know and appreciate all the good and bright that will be in their future life.

  - kindergarten number 000

Senior tutor of the State Educational Institution Child Development Center - Kindergarten № 000

Head of GOU Child Development Center - Kindergarten № 000

Speech therapy work in terms of the logging station of a preschool educational institution

Our kindergarten is a city experimental platform on the theme “Development of an innovative model for the inclusion of children of early and preschool age in the educational space.” The scientific leader of the experiment is a doctor of psychological sciences, a professor of special pedagogy and special psychology.

Often parents ask the question: “What is speech therapy  paragraph?". Currently in many preschool institutions  logpoints function, there is such a log point in our kindergarten . The position of a speech therapist is introduced into the staff list of public educational institutions in order to create equal starting opportunities at the start of schooling of children, due to the recent decline in speech development of preschool children, based on the decision colleges  Moscow Education Committee No. 6/2 of January 1, 2001. The work of a speech therapist is based on the internal schedule of a pre-school educational institution. Work schedule and timetable of classes  approved by the head of the preschool educational institution. List of children for rendering speech therapy help children  drawn up in May, approved by the head of the kindergarten, the head of the children's city polyclinic and speech therapist.

The purpose of the work of a speech center in a preschool educational institution is to provide the necessary speech therapy assistance to children aged 4 years 6 months to 7 years. At the beginning of the school year, the work of a speech therapist begins with an examination of the state of speech of older children, the rest of the children who have reached the age of 3 are examined during the year. The total number of children for speech therapy work during the year at the rate of a speech therapist teacher in kindergarten is 25 people. The list of children is approved by the psychological - medical-pedagogical commission.

First of all, the list includes children of six years of age who are graduating from school. In the presence of vacant places and after the vacancy of places as a result of speech therapy work with children of preparatory age, children of five years of age are accepted.

The work of a speech therapist in a general education institution differs in its structure and functional responsibilities from the work of a speech therapist in a speech therapy kindergarten. So, speech therapy classes  they are not included in the class schedule, but are parallel to the pedagogical process. The duration of classes does not exceed the time stipulated by the physiological characteristics of the age of children, in accordance with the sanitary-epidemiological requirements for the device, content and organization of the mode of operation in preschool organizations (2.4.1.2660-10).

The main forms of organization of work with children with speech disorders are individual lessons, as well as small subgroups (2 children).

Speech therapy work at a speech post has both a positive (greater coverage of children with speech disorders) and a negative side (for children with complex speech disorders, it is very difficult to provide full-fledged assistance in such points), as children with speech disorders receive speech therapy help in portions, rather than daily , as children speech therapy kindergarten. Therefore, parents of children with complex disorders (general speech underdevelopment, phonetic – phoneme  dysartic disorders), the speech therapist gives advice on the transfer of the child to the institution where the compensating type of groups are operating, with the aim of maximizing the effect correction work  speech disorders in order to exclude persistent specific difficulties in mastering the skills of writing and reading. When enrolling in school, these children constitute a risk group, which determines their further level of education, social adaptation, and personality changes in the development path “child - teenager - adult”. A child’s awareness of its own characteristics may be the result of its uncertainty, interfere with learning, fully unleash their own abilities and intellectual abilities.

The main tasks that the teacher-speech therapist solves in his work at the speech center are:

v the formation and development of phonemic hearing in children with speech disorders;

v correction of violations of sound pronunciation;

v timely warning and overcoming the difficulties of speech development;

v instilling in children communication skills;

v educational and advisory work of teachers of the state educational institution on the formation of speech development of children.

Currently, there is no correction program for logging points, therefore the support in the work is classical techniques (,) and the possession of modern technologies (,). Diagnosis, correction and prevention should be considered not only in relation to the speech defects of the child, but also the associated deficiencies in the development of mental functions.

For the full development of the child, his speech competence requires a consistent system in the work of all specialists of the pedagogical process and parents. In this regard, one of the main tasks of the preschool speech center is the organization of interaction in order to create effective conditions for the proper development of the speech of children.

In order to improve the speech situation in groups, I use such forms as individual conversations, consultations, workshops, seminars, questionnaires, and discussion of problems at the pedagogical councils; I provide practical assistance in planning work on the development of children's speech, compose visual materials, instructions, tips on the selection of speech material for the holidays. For example, a child is selected a poem with the least use of incorrectly uttered sounds, and sounds that are at the stage of automation.

Since speech is the highest mental function of a person, other mental functions (attention, memory, thinking) also suffer from its underdevelopment. At this stage of the work, cooperation with the educational psychologist is of great importance, which helps to accomplish the task. Thus, educators receive recommendations from two professionals who have the same goal.

Both parents and tutors of young age groups in our kindergarten are not neglected and receive practical and theoretical help in preventing speech disorders in children. Tips and recommendations of a speech therapist teacher booklets  , instructions where I place the selection of complexes of exercises and games that contribute to timely speech development.

Practice shows that for full-fledged speech development of preschoolers, close interaction with the parents of children attending kindergarten is necessary. The labor of parents to overcome speech disorders in children is indispensable. They take part in the correctional - pedagogical process, following the advice and recommendations of a speech therapist, understanding their significance. In our kindergarten, work with parents is carried out in different forms: individual conversations, questioning, counseling, parental meetings, registration of information logopedic corners, issuing booklets with recommendations, memos and informational “Pages of a speech therapist”, speeches at parental meetings, practical joint exercises of children and parents.

For example, both for parents and teachers, I use memos in my work, which help educators in their work and inform parents about the patterns of children's speech development.

MEMORY FOR ADULTS

  "A child learns to imitate his native language,

  listening, watching and touching

v Remember, the speech of an adult is a model for a child.

The baby hears many words for the first time, and how he will perceive them will be pronounced. When talking with the baby, make sure that you speak correctly, speak with him slowly, clearly pronounce all sounds and words calm,

in a friendly tone.

In communicating with the child, especially in the early and younger preschool age, it is impossible to “fake” childish speech, utter words distortedly, use truncated words or sound pronunciations instead of conventional words, lisp. As a result of the wrong speech of an adult, the baby will skip sounds, “swallow” the endings.

v Do not force the child to pronounce difficult speech material for him. This can lead to stuttering.

Do not load your child with difficult and incomprehensible words for him, do not memorize poems that are complex in form, content and volume, do not learn to correctly pronounce sounds that are not available to him due to the unpreparedness of the device.

v Remember that your child is unique and inimitable, love him as he is. Do not treat his problems down.

Do not tease a child, laugh at how he speaks. From such a reaction of an adult child closes. You can not blame the kid for a bad speech and demand that he immediately and surely repeat the word for an adult.

During the statement, do not interrupt the child, you must give him the opportunity to express his thoughts, and then, remembering the inaccuracies in his speech, point out the mistakes (give the correct sample) in a tactful manner, in a benevolent tone.

v Encourage your child to ask questions.

Do not shy away from the questions asked by the child, be attentive to him. Do not push him away with your harsh response or silence, otherwise he will close and no longer ask anything. Children's questions tell you that the child is open to communication.

Adults should be prepared to answer the same question repeatedly. Be patient, explaining the same thing, pushing hard towards your intended goal. Help the child so that your clues encourage him to make his own decision.

If you can’t answer now, promise to do it another time.

v Show the child "The World Around."

Talk with your baby when you are with him about everything that surrounds him. Communicating with the child, you bring clarity to his impressions, clarify the meanings of words.

The child learns the language most successfully at the moment when you listen to him, communicate with him, and talk.

Read books to your child regularly, look at pictures. Fill his life with new impressions! And its development will only make you happy.

v Play with your child, speech develops in the game.

Provide your child with ample opportunities to use each of the five senses: he must see, hear, touch, taste and feel the various elements of the world around him.

Bibliography:

1. Regulations on the organization of the work of a speech therapist in a kindergarten that does not have specialized groups in its structure ( explanatory note). Approved at the meeting defectologists  Moscow on the basis of the decision of the Moscow Committee of Education of 01/01/2001

2. Order of the Ministry of Education and Science of the Russian Federation “On approval of the provision  about the psychological - medical-pedagogical commission "No. 95 dated 01.01.2001.