Coherent speech disorders in children with TNR. Development of speech activity in children with severe speech impairments through small folklore forms. Aoop for children with TNR - reviews

State budgetary special (correctional) educational institution for pupils studying with disabilities health comprehensive school No. 26 V type

Krasnodar, Krasnodar Territory

Speech by speech therapist Arustamyan A.A. on the pedagogical council.

Theme:

"Psychological and pedagogical features of children with severe speech disorders"

Krasnodar - 2013

Features of the speech development of children with severe speech disorders have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that complicate their social adaptation and require targeted correction of existing violations.

Features of speech activity are reflected in the formation of distribution. With a relative preservation of semantic memory (association), children have decreased verbal memory (Verbal memory- the type of memory that determines the ability to memorize, store and reproduce speech (verbal) information), the productivity of memorization suffers. In children, low mnemonic activity can be combined with a delay in the formation of other mental processes. Connection between speech disorders and other parties mental development manifests itself in the specific features of thinking. Possessing full-fledged prerequisites for mastering mental operations, accessible by age, children lag behind in the development of verbal-logical thinking, with difficulty mastering analysis and synthesis, comparison and generalization.

In some children, somatic weakness and delayed development of locomotor functions (motor) are noted; they are also characterized by a certain lag in the development of the motor sphere - insufficient coordination of movements, a decrease in the speed and dexterity of their implementation.

The greatest difficulties arise when performing movements according to verbal instructions. Lack of coordination of the fingers of the hand and underdevelopment of fine motor skills are common.

In children with severe speech disorders, deviations in the emotional-volitional sphere are noted. Children are characterized by instability of interests, decreased observation, decreased motivation, negativism, self-doubt, increased irritability, aggressiveness, resentment, difficulties in communicating with others, in establishing contacts with their peers. Children with severe speech disorders have difficulties in the formation of self-regulation and self-control.

These features in the development of children with severe speech impairments are not spontaneously overcome. They require teachers to have specially organized correctional work.

Special studies of children have shown a clinical variety of manifestations of general speech underdevelopment.

General speech underdevelopment is combined with a number of neurological and psychopathological syndromes. Most common

Hypertensive-hydrocephalic - manifests itself in disorders of mental performance, voluntary activity and behavior of children; in rapid exhaustion and satiety by any kind of activity; in increased excitability, irritability, motor disinhibition. Children complain of headaches and dizziness. In some cases, they may have a heightened euphoric background of mood with manifestations of foolishness and complacency.

Cerebrastenic syndrome - manifests itself in the form of increased neuropsychic exhaustion, emotional instability, in the form of dysfunctions of active attention and memory. In some cases, the syndrome is combined with manifestations of hyperexcitability, in others - with a predominance of lethargy, lethargy, passivity.

The syndrome of movement disorders is characterized by a change in muscle tone, mild imbalances in balance and coordination of movements, inadequacy of differentiated motility of the fingers, and lack of formation of general and oral praxis. The presence of characteristic disorders in this group of children was revealed. cognitive activities.

Children with functional deviations in the state of the central nervous system are emotionally reactive, easily give neurotic reactions, and even upset in response to a remark, bad grade, disrespect from the teacher and children. Their behavior can be characterized by negativism, increased excitability, aggression, or, on the contrary, increased shyness, indecision, fearfulness. All this in general testifies to the special state of the central nervous system of children suffering from speech disorders. "

In order for a person's speech to be articulate and understandable, the movements of the speech organs must be regular and accurate. At the same time, these movements should be automatic, that is, those that would be carried out without special voluntary efforts. So, in the absence of violations, the speaker only follows the flow of thought, without thinking about what position his tongue should take in his mouth, when it is necessary to inhale, and so on. This occurs as a result of the action of the speech-making mechanism. To understand the action of the mechanism of speech pronunciation, it is necessary to know well the structure of the speech apparatus.

Children with speech disorders usually have
functional or organic abnormalities in the state of the central nervous system.
They are characterized by irritability, increased excitability, motor disinhibition, cannot sit still, fiddle with something in their hands, swing their legs, etc. They are emotionally unstable and their moods change quickly. Not infrequently there are mood disorders with the manifestation of aggression, obsession, anxiety. Much less often they experience lethargy and lethargy. These children get tired rather quickly, and this fatigue accumulates during the day towards the evening, as well as towards the end of the week. Fatigue affects the general behavior of the child, his well-being. This can manifest itself in increased headaches, sleep disturbances, lethargy, or, on the contrary, increased motor activity.
It is difficult for such children to maintain perseverance, efficiency and voluntary attention throughout the lesson. As a rule, these childrenthere is instability of attention and memory, especially speech, low level understanding of verbal instructions, insufficiency of the regulatory function of speech, low level of control over one's own activity, impaired cognitive activity, low mental performance.

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Children with severe speech impairments Children with severe speech impairments and their features ...

The child's speech is formed under the direct influence of the speech of the adults around him and depends on speech practice, the culture of the speech environment, on education and training

Children with severe speech impairments -

Features of the speech development of children with severe speech disorders have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that complicate their social adaptation and require targeted correction of existing violations.

Psychological and pedagogical features of children with TNI. Features of speech activity are reflected in the formation of sensory, intellectual and emotional-volitional spheres in children.

Severe speech disorders (depending on the impaired link) are divided into: absence or underdevelopment of speech (alalia) complete or partial loss of speech (aphasia) violation of the pronunciation side of speech (dysarthria) violations of the timbre of voice and sound pronunciation (rhinolalia) violations of the tempo-rhythmic organization of speech ( stuttering)

Violations of sound pronunciation and intonation-melodic organization of speech. DYSARTRY - a violation of the pronunciation side of speech, caused by an organic insufficiency of the innervation of the speech apparatus. Manifestations: disorders of articulation disorders of voice formation changes in the rhythm, tempo and intonation of speech Causes: organic damage to the central nervous system as a result of exposure to various adverse factors in the prenatal and early periods of development acute and chronic infections oxygen deficiency prematurity Rh incompatibility cerebral palsy - 65-85% of children birth injuries toxicosis pregnancy, etc.

Violations of sound pronunciation and intonation-melodic speech organization RINOLALIA is a violation of the timbre of the voice and sound pronunciation, caused by anatomical and physiological defects of the speech apparatus. Synonyms: "nasal" - the outdated term "palatolalia" Manifestations: nasalization (air stream enters the nasal cavity during sound pronunciation and nasal resonance occurs) distorted pronunciation of all sounds speech indistinct, monotonous gross violations of the articulatory apparatus (cleft palate) RINOPHONIA - if there is no cleft sky, but there is only a nasal tone of voice.

Violations of the tempo-rhythmic organization of speech. STUNNING - violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus. Synonyms: logoneurosis Up to 2% of people suffer. Reasons: speech overload, pathological irritability, accelerated speech rate, imitation, the costs of upbringing, psychotrauma. All of these are predisposing factors for stuttering. Manifestations: convulsions at the time of speech in the vocal apparatus periodicity during the course of connection with the general emotional state dependence on external factors (season of the year, nutrition, living conditions) concomitant movements (developing gradually) convulsions in various groups of extra-speech muscles: face, neck, limbs (closing the eyes eyes, blinking, flaring of nostrils, tilting the head, etc.) embolophrasia (speech trick - adding stereotypical sounds "ah-ah", "uh-uh", "well" and other logophobia - fear speech in general or uttering individual sounds.

Education and upbringing of children with severe speech impairments is carried out according to special system in special kindergartens or schools for children with severe speech impairments. First of all, it is necessary to establish close contact with the child, carefully, take care of him. The training consists in correcting the defect oral speech and preparing for socialization and independent living. The ways of compensation depend on the nature of the defect and individual characteristics child.

Features of the speech development of children with severe speech disorders have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that complicate their social adaptation and require targeted correction of existing violations.

Severe speech disorders (depending on the impaired link) are subdivided into: absence or underdevelopment of speech (alalia) complete or partial loss of speech (aphasia) violation of the pronunciation side of speech (dysarthria) violations of the timbre of voice and sound pronunciation (rhinolalia) violations of the tempo-rhythmic organization of speech ( stuttering)

Violations of sound pronunciation and intonation-melodic organization of speech. DYSARTRY - a violation of the pronunciation side of speech, caused by an organic insufficiency of the innervation of the speech apparatus. Manifestations: disorders of articulation disorders of voice formation changes in the rhythm, tempo and intonation of speech Causes: organic damage to the central nervous system as a result of exposure to various adverse factors in the prenatal and early periods of development acute and chronic infections oxygen deficiency prematurity Rh incompatibility cerebral palsy - 65-85% of children birth injuries toxicosis pregnancy, etc.

The complex nature of speech therapy for dysarthria Correction of sound pronunciation, formation sound analysis and synthesis, the development of the lexical and grammatical side of speech and coherent utterance Physical therapy and logo rhythmics Differentiated articulatory massage and gymnastics Physiotherapy Drug treatment

Stages of speech therapy for dysarthria Preparatory stage: Preparation of the articulatory apparatus for the formation of articulatory patterns Development of auditory perception and sensory functions Formation of the need for verbal communication Development and refinement of passive and active vocabulary Breathing correction Voice correction Against the background: Medication effects Physiotherapy Physical therapy Articulation massage and articulatory gymnastics Speech therapy rhythmics Non-traditional forms of influence (aromatherapy, cryotherapy, art therapy, etc.)

Stage of formation of primary communication and pronunciation skills: Development of speech communication Formation of sound analysis skills Correction of articulatory disorders (relaxation of the muscles of the speech apparatus, development of control over the position of the mouth, development of articulatory motor skills) Voice correction Correction of speech breathing Development of articulatory praxis Correction of sound pronunciation

Violations of sound pronunciation and intonation-melodic organization of speech Synonyms: "nasal" - the outdated term "palatolalia" Manifestations: nasalization (air stream enters the nasal cavity during sound pronunciation and nasal resonance occurs) distorted pronunciation of all sounds speech indistinct, monotonous gross violations of the articulatory apparatus (cleft palate) RINOPHONIA - if there is no cleft sky, but there is only a nasal tone of voice.

Speech therapy influence with open rhinolalia Correctional work tasks: normalization of oral expiration, development of a long oral air stream, development of correct articulation of all sounds, elimination of nasal tone of voice, education of sound differentiation skills, normalization of prosodic speech components

Violations of the tempo-rhythmic organization of speech. STUNNING - violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus. Synonyms: logoneurosis Up to 2% of people suffer. Reasons: speech overload, pathological irritability, accelerated speech rate, imitation, the costs of upbringing, psychotrauma. All of these are predisposing factors for stuttering. Manifestations: convulsions at the time of speech in the vocal apparatus periodicity during the course of connection with the general emotional state dependence on external factors (season, nutrition, living conditions) concomitant movements (developing gradually) convulsions in various groups of extra-speech muscles: face, neck, limbs (closing the eyes eyes, blinking, flaring of nostrils, tilting the head, etc.) embolophrasia (speech trick - adding stereotypical sounds "ah-ah", "uh-uh", "well" and other logophobia - fear speech in general or uttering individual sounds.

The system of corrective work with stuttering by periods Speech therapy work periods Preparatory 1. Creation of a gentle mode 2. Preparing the child for classes 3. While samples of correct speech Training Education of free speech skills and correct behavior in different forms of speech and various speech situations Automation of the child's acquired speech skills in various types speech activity Reinforcement

Education and upbringing of children with severe speech impairments is carried out according to a special system in special kindergartens or schools for children with severe speech impairments, but in principle, their education and upbringing in a family is possible. First of all, it is necessary to establish close contact with the child, carefully, take care of him. The training consists in correcting the defect in oral speech and preparing for the acquisition of literacy. The ways of compensation depend on the nature of the defect and the individual characteristics of the child.

Features of the speech development of children with severe speech disorders have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that complicate their social adaptation and require targeted correction of existing violations.

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Features of the speech development of children with severe speech disorders have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that complicate their social adaptation and require targeted correction of existing violations.

Features of speech activity are reflected in the formation of distribution. With a relative preservation of semantic memory (association), children have decreased verbal memory (Verbal memory- the type of memory that determines the ability to memorize, store and reproduce speech (verbal) information), the productivity of memorization suffers. In children, low mnemonic activity can be combined with a delay in the formation of other mental processes. The connection between speech disorders and other aspects of mental development is manifested in the specific features of thinking. Possessing full-fledged prerequisites for mastering mental operations, accessible by age, children lag behind in the development of verbal-logical thinking, with difficulty mastering analysis and synthesis, comparison and generalization.

In some children, somatic weakness and delayed development of locomotor functions (motor) are noted; they are also characterized by a certain lag in the development of the motor sphere - insufficient coordination of movements, a decrease in the speed and dexterity of their implementation.

The greatest difficulties arise when performing movements according to verbal instructions. Lack of coordination of the fingers of the hand and underdevelopment of fine motor skills are common.

In children with severe speech disorders, deviations in the emotional-volitional sphere are noted. Children are characterized by instability of interests, decreased observation, decreased motivation, negativism, self-doubt, increased irritability, aggressiveness, resentment, difficulties in communicating with others, in establishing contacts with their peers. Children with severe speech disorders have difficulties in the formation of self-regulation and self-control.

These features in the development of children with severe speech impairments are not spontaneously overcome. They require specially organized correctional work from teachers.

Special studies of children have shown a clinical variety of manifestations of general speech underdevelopment.

General speech underdevelopment is combined with a number of neurological and psychopathological syndromes. Most common

Hypertensive-hydrocephalic - manifests itself in disorders of mental performance, voluntary activity and behavior of children; in rapid exhaustion and satiety by any kind of activity; in increased excitability, irritability, motor disinhibition. Children complain of headaches and dizziness. In some cases, they may have a heightened euphoric background of mood with manifestations of foolishness and complacency.

Cerebrastenic syndrome - manifests itself in the form of increased neuropsychic exhaustion, emotional instability, in the form of dysfunctions of active attention and memory. In some cases, the syndrome is combined with manifestations of hyperexcitability, in others - with a predominance of lethargy, lethargy, passivity.

The syndrome of movement disorders is characterized by a change in muscle tone, mild imbalances in balance and coordination of movements, inadequacy of differentiated motility of the fingers, and lack of formation of general and oral praxis. The presence of characteristic disorders of cognitive activity in this group of children was revealed.

Children with functional deviations in the state of the central nervous system are emotionally reactive, easily give neurotic reactions, and even upset in response to a remark, bad grade, disrespect from the teacher and children. Their behavior can be characterized by negativism, increased excitability, aggression, or, on the contrary, increased shyness, indecision, fearfulness. All this in general testifies to the special state of the central nervous system of children suffering from speech disorders. "

In order for a person's speech to be articulate and understandable, the movements of the speech organs must be regular and accurate. At the same time, these movements should be automatic, that is, those that would be carried out without special voluntary efforts. So, in the absence of violations, the speaker only follows the flow of thought, without thinking about what position his tongue should take in his mouth, when it is necessary to inhale, and so on. This occurs as a result of the action of the speech-making mechanism. To understand the action of the mechanism of speech pronunciation, it is necessary to know well the structure of the speech apparatus.

Children with speech disorders usually have
functional or organic abnormalities in the state of the central nervous system.
They are characterized by irritability, increased excitability, motor disinhibition, cannot sit still, fiddle with something in their hands, swing their legs, etc. They are emotionally unstable and their moods change quickly. Not infrequently there are mood disorders with the manifestation of aggression, obsession, anxiety. Much less often they experience lethargy and lethargy. These children get tired rather quickly, and this fatigue accumulates during the day towards the evening, as well as towards the end of the week. Fatigue affects the general behavior of the child, his well-being. This can manifest itself in increased headaches, sleep disturbances, lethargy, or, on the contrary, increased motor activity.
It is difficult for such children to maintain perseverance, efficiency and voluntary attention throughout the lesson. As a rule, these childrenthere is an instability of attention and memory, especially speech, a low level of understanding of verbal instructions, insufficiency of the regulatory function of speech, a low level of control over one's own activity, impaired cognitive activity, low mental performance.

Every learning system is purposeful. The goal plays an essential role if it is understood and accepted by the student as his own. For this reason, it is worth noting the awareness of learning, which is impossible without the child's understanding of the reasons necessary to achieve certain results.

"To teach communication" is a generally recognized goal, since communication of a child is one of the main factors of mental development.

The model of the psychological content of communication as an activity can be represented as follows:

the subject of communication is the relationship of communicants;

unit of communication - an act of social interaction;

communication means - verbal and non-verbal;

the product of communication is the interpretation of information;

the result of communication is a change in relationships.

Communication "serves" all other types of activity, but it "feeds" only in terms of content. The content of communication comes from the content of thinking, which in turn is fed by reality.

There are two types of communication means: verbal and non-verbal.

TO verbal means of speech activity include:

a) productive species - speaking and writing;

b) receptive types - understanding sound content and reading. Each of these types is specific and based on its own mechanisms. Each type of speech activity has its own way of assimilation.

Non-verbal means are intonation, pause, breathing, diction, tempo, volume, rhythm, tonality, melody, etc.

Scientists believe that the "communication" process is incomplete without the use of non-verbal means. The teacher is obliged to master all these means, because he can:

use them to regulate and evaluate the work of students and thereby save time;

create a positive tone of communication;

influence the speech activity of students;

promote the memorization of speech material.

The teacher's non-verbal behavior in the classroom is fraught with tremendous power of influence on the psyche of the student. "The student should be taught to understand" read "facial expressions, body movements, intonation, pauses.

Communication is usually carried out in two forms: oral and written.

Oral form characterized by the richness of intonation design, a certain tempo, a high degree of automation, on which the tempo is based, contact with the interlocutor, a specific set of speech means, linearity in time.

For writing characterized by a specific set of speech means (in written speech what is often used that does not take place orally); greater than orally, structural power; great conscientiousness in the design; completeness and development, since there is no feedback from the interlocutor; a different way of intonation design.

Allocate three levels of the process of verbal communication:

l-th - determines the observance of the so-called syntactic rules, that is, pronunciation skills, grammatical design of the statement;

2nd - determines the accuracy of transferring the desired meaning, that is, how adequately the means for transferring meaning are selected. Semantic rules are followed here;

3rd - is responsible for the effectiveness of the influence of the message on the behavior of the interlocutor. For successful communication, you need to reach the third level.

The connection of communication with other types of activity is not fully used in training, which is why it seems to hang in the air, cut off from a person. The methodology still has to solve the problem of teaching communication in connection with other types of activity and, on their basis, make it so that mastering communication is necessary for performing some other activity that is important for the student.

In each type of speech activity, the composition of actions is not the same. For example, grammatical actions in speaking are associated with pronunciation, in writing - with their graphic representation, in reading - with their graphic perception, etc. Each action requires an appropriate path of formation, should be formed on the basis of exercises in this particular type of activity: you cannot teach to read by teaching to speak. There is a connection between all types of speech activity: moaning, speaking and writing are connected as productive activities, listening and reading as receptive; on the other hand, speaking and listening are related as types of oral communication, and writing and reading are related as types of written communication. It is clear that communication training should be carried out, or carried out, or realized through comprehensive training in all types of speech activity, the result of which will be the formation of speech skills in children.

Under skill understand the ability to perform a relatively independent action in the system of conscious activity. There are skills:

speech (lexical and grammatical);

motor (walking, etc.);

motor-speech (writing technique, pronunciation of sounds).

Among speech skills distinguish between lexical and grammatical skills. The term "speech skills", in contrast to motor skills, speaks of its belonging to speech as a type of activity.

Speech skills should be distinguished from motor, since the latter are characterized by situational attribution.

Motor speech skills are closely related to speech skills. The former are, as it were, “superimposed” on lexical and grammatical skills.

The term "speaking skills" is not synonymous with "speech skills", it combines skills that are part of the oral form of communication.

The skill has common features with skill. Ability to communicate not the sum of the skills to speak, understand, read and write, but, like any skill, it is integrative, because it arises on the basis of another skill. There are the following groups of skills required for oral communication:

1) proper speech;

2) speech etiquette;

3) non-verbal, or non-verbal communication;

4) communicate at different levels.

Skills required for communication in writing:

1) choose material for reading depending on interests;

3) guess: a) about the meaning of unknown words by the word, educational elements, by context, etc .; b) about the content of the text by title;

4) follow the plot;

5) choose the main thing, etc.

Skills and abilities are formed as a result of performing exercise.

The first thing that a person who learns speech encounters is its perception. Perception is accompanied by internal vocalization; without it, a detailed external vocalization is impossible. A speech stereotype is formed due to the reproduction of speech, that is, speech cannot be taught, it can be learned.

Children often speak soldiers, stockings, books. The analogy is to blame. The child knows the forms houses, axes, hence, and books.

The analogy testifies to the child's independence in creating forms, but it needs "foundations", and they are created by listening and imitation.

Is any "doing" of something an exercise? Of course not. There is always a goal in an exercise. It is very important to define its main purpose. "Exercise has a special organization, and it should be aimed at improving the way of performing an action. Choosing an exercise, you need to know its methodological characteristics, that is, what and under what conditions this exercise can give.

When developing oral speech, it is necessary to take into account the functions it performs:

regulator different types activity (including speech);

messages (affirmative / negative, with or without a clear emotional assessment);

cognitive.

The named functions of colloquial speech are taken into account when defining tasks, content, organization and methods of work. In the linguistic (lexico-grammatical), psychological and didactic planes, incentive phrases are the most suitable for the development of verbal communication, because their content is very easily semanticized, since they are used in a visual situation: Red pencil give Vova, and green- Kolya. The understanding of phrases can be tested by how the student performs them. With the help of incentive phrases, it is easy to organize collective activities; their relevance is easily recognized by children (verbal urge is followed by action); their use is inseparable from actions; relative syntactic simplicity, uniformity of verb forms in motivating phrases are convenient for the initial stage of speech development.

The peculiarities of exclamation sentences require their use in situations that children understand. Mastering oral communication is the initial stage in speech development.

Speech is one of the important acquisitions of a child in preschool childhood.

Precisely acquisitions, since speech is not given to a person from birth. Time needs to pass, . And adults must make a lot of effort so that the child's speech develops correctly and in a timely manner.

In modern preschool education speech is considered as one of the foundations of the upbringing and teaching of children, since the success of teaching children at school, the ability to communicate with people and general intellectual development depend on the level of mastering a coherent speech.

A certain sequence is distinguished in the development of speech: work on a word, phrase, sentence, coherent speech, figurative speech.

For the successful mastering of the school curriculum by a graduate kindergarten skills must be formed to express their thoughts in a coherent manner, build a dialogue and compose a short story on a specific topic. But in order to teach this, it is necessary to develop other aspects of speech: to expand the vocabulary, educate the sound culture of speech and form the grammatical structure.

The conditions for the successful development of speech are:

1. The child's need for communication.
2. Creation of a speech environment, display of speech samples and repeated use of these samples in communication with the child.
3. Speech, developing, needs factual material, new information, new impressions. The material should be meaningful, interesting, informative, informative.
4. Along with spontaneously assimilated speech, you need assimilation literary language, subject to the norms of grammar.
5. Mastering the means of expressiveness of speech, facial expressions, intonations.
6. Mastering reading and writing.

Preschoolers with severe speech disorders find it difficult to construct a phrase, do not know how to formulate sentences grammatically correctly, they have a poor vocabulary, insufficient formation of a coherent statement.

To overcome the existing problems, we consider it expedient to use in speech therapy work small folklore forms as a means of forming the speech-thinking activity of children, enriching and clarifying the vocabulary, improving the understanding of the speech of others through acquaintance with the imagery and polysemy of the native language.

Oral folk art helps to feel the beauty of the native language, develops the imagery of speech.

The use of small folklore forms in speech therapy work solves such problems as:

Educational - enrichment of the vocabulary, the formation of the lexical and grammatical structure of speech, coherent utterance, improvement of the sound side of speech;

Developing - development phonemic hearing, development of observation, development of fantasy, creativity preschoolers and the ability to find means of expressing an image in facial expressions, gestures, intonations;

Educational - to cultivate love for native language, a kind attitude towards our smaller brothers, a sense of beauty, to expand the idea of ​​goodness, truth, beauty.

Children with OHP have some peculiarities of perception, understanding and use of works of small folklore genres. And therefore, when selecting folklore material, it is important to take into account the age and psychophysiological characteristics of children: difficulties in mastering causal relationships, a delay in the formation of semantic fields, an insufficient level of formation of the lexical means of the language.

For preschoolers with severe speech impairments of 4 years of age, the following are available: small folklore forms"- nursery rhymes, pure phrases, rhymes, short fairy tales; with children 5 - 6 years old, along with the complication of "small forms", we pay more attention folk tale, proverbs, sayings, chants, teasers, riddles; children 6 - 7 years old we acquaint with fables, ditties, epics.

Nursery rhymes- Songs-sentences accompanying the child's games with fingers, arms and legs. Small rhymes and songs allow you to game form encourage the child to take action, while simultaneously performing massage, physical exercises, stimulating motor reflexes. In this genre of children's folklore, incentives are laid to play out the plot with the help of fingers ( finger games or Ladushki), hands, facial expressions. Nursery rhymes help to instill in the child the skills of hygiene, order, develop fine motor skills and emotional spheres... In these games, there is often a "pedagogical" instruction, a "lesson".

Jokes- songs of more complex content, not related to the game. They resemble little fairy tales in poetry.

Callouts- one of the types of cryptic songs of pagan origin. They reflect the interests and ideas of peasants about the economy and family. For example, the spell of a rich harvest passes through all calendar songs; for themselves, children and adults asked for health, happiness, wealth.

Calls represent an appeal to the sun, rainbow, rain and other natural phenomena, as well as to animals and especially often to birds, which were considered heralds of spring.
At the same time, the forces of nature were revered as living: they turn to spring with requests, wish her early arrival, and complain about winter, complain.

Pure phrases- small genre of folklore; folk-poetic jokes, consist in the deliberate selection of words that are difficult for correct articulation with rapid and repeated repetition.

"A kind of folding speech, with the repetition and rearrangement of the same letters or syllables, confused or difficult to pronounce." (V.I.Dal)

Pure words are also used as a means of correcting speech defects.

Teasers- small rhymes created by children to ridicule a person's flaws they face, or to protect against an offender.

Teasers (by " Explanatory dictionary Russian language "V. I. Dahl is the word of the Tambov province) - these are expressions that deliberately made someone angry.

"Grandma-hedgehog, bone leg! .." Teasers are folded into almost all Russian names: "Fedya - delirious, ate a bear ..." But more often teasers make fun of: greedy guys, braggarts, imagined, cowards. It is important to understand that the teaser is not a bullying, although the line between the two is very thin. She teaches children the ability to notice the bad, unfair, ugly, she teaches to hear words and select them according to consonance and meaning, she develops sensitivity to ridiculous situations in life and in verbal depiction. Literary teasers are objective, their author turns to this genre not to shame a particular child, but to portray the shortcomings inherent in one way or another to all children.

Tongue Twisters- This is a simple, rhythmic, often comic text, built on a combination of sounds that make it difficult to quickly pronounce words. Using tongue twisters to develop speech can make great strides in correcting incorrect pronunciation of sounds.

You need to practice tongue twisters in the following order:

• speak a tongue twister slowly, in a whisper, articulating very clearly with your lips;

• speak a tongue twister in a whisper, quickly, also articulating very clearly;

• to speak "through teeth" (lips are actively articulating, teeth are clenched);

• speak a tongue twister loudly, slowly, articulating very clearly;

• speak loudly, as clearly and quickly as possible.

Speak each tongue twister with different intonations:

With an interrogative;
- funny;
- sad;
- "out of breath" ("as if they were running after the bus").

Counting room- a small rhyme, the form of the draw, with the help of which it is determined who drives in the game. The counting room is an element of the game that helps to establish agreement and respect for the accepted rules. In organizing a counting room, rhythm is very important.

Sayings- figurative expressions, apt word. A proverb is always one-term, part of a judgment, and therefore devoid of an instructive meaning. For example, sayings: "young-green", "do not spit in the well", "dump from a sick head to a healthy one." This is part of the proverbs: "Young-green, but ordered to take a walk"; "Do not spit in the well, it is useful to drink water." A proverb is close to a proverb: just add one word, and the proverb becomes a proverb.

Proverbs- sayings, judgments about a life phenomenon, causes, conditions, consequences. Using proverbs and sayings in speech, children learn to clearly and concisely, expressively express their thoughts and feelings, intonationally coloring their speech. At the same time, the skill develops
to use the word creatively, the ability to describe an object figuratively, to give it a vivid characteristic.

In most cases, preschoolers with OHP demonstrate a lack of understanding of the hidden meaning of figurative expressions, a literal interpretation of the meaning of proverbs, insufficient ability to abstract from a specific situation, and purposefully analyze the conditions of a mental task.

At an older age, these children have certain knowledge and intellectual skills, but their logical activity is characterized by extreme instability and lack of planning: they pay attention to any one, accidentally snatched feature, characteristic of an object or phenomenon. Children find it difficult to express their thoughts. In speech, they do not use abstract concepts, rarely use generalized words, find it difficult to prove their judgment. The reasoning of children is inconsistent, illogical. Statements are short, abrupt, grammatically unformed.

The identified difficulties require the creation of correctional and pedagogical conditions and the development of a methodology for using works of small folklore forms in speech therapy work. Explaining to children the meaning of proverbs and sayings, a speech therapist cannot do without comment, by comparing an object or phenomenon with another. You need to start work on individual words and their meanings, only then you can proceed to explaining the direct figurative meaning of the entire proverb as a whole.

Fables- shape-shifters who appear to be absurd for adults, but for children - funny stories about what does not happen.

Mystery- one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely concise, figurative form.

The riddle indicates special signs and properties that are inherent only in the enigmatic object. It is based on similarity and denial of similarity between objects. This property of the riddle introduces the child into thinking about the connections between phenomena and objects of the surrounding world, as well as about the features of each object and phenomenon. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, inferences. The ability to clearly identify the most characteristic, expressive signs of an object or phenomenon, the ability to brightly and concisely convey images of objects develops a "poetic view of reality" in children.

Correctional and developmental possibilities of the puzzle are diverse. The most important of them are:

• education of resourcefulness, ingenuity, speed of reaction;

• stimulation of mental activity;

• development of thinking, speech, memory, attention, imagination;

• expanding the stock of knowledge and ideas about the world around;

• development of the sensory sphere.

This is especially true for children with general underdevelopment speech, because in this case, the riddle becomes a significant practical material for the correction and formation of the correct speech of the child.

Preschoolers with OHP experience difficulties in understanding and interpreting the text of riddles, which, of course, affects the correctness of guessing.

The conditions for ensuring correct understanding and correct guessing of riddles are:

Preliminary acquaintance of children with objects and phenomena referred to in the riddle;
- the teacher's thought over the way of using riddles, the nature and manner of their presentation;
- the level of development of the speech of children;
- taking into account the age characteristics and capabilities of preschoolers with OHP.

While developing the mental abilities of children with severe speech impairments, it is important not only to guess familiar riddles, but also to teach him how to make his own.

In nursery rhymes, jokes, chants, riddles, proverbs, the language is rich in comparisons, epithets, personifications, hyperboles, metaphors, which allows you to enrich the passive vocabulary of children, and repeated repetition, memorization, performances - to translate over time these bright and expressive means to the active dictionary.

The main forms of organizing the education of children, in which folklore material is used, are individual and subgroup speech therapy classes different types:

Classes on the development of lexical and grammatical means of the language;
- classes on the formation of coherent storytelling skills;
- classes on the formation of the correct sound pronunciation (at the stage
automation of sounds in coherent speech);
- logorhythmic classes.

We use folklore works at different stages of the lesson: organizational moment(when children are introduced to the topic of the lesson), in the main part (when studying the topic), during dynamic pauses, finger gymnastics, mimic gymnastics, when performing various types of massage.

Thus, if small folklore forms are selected taking into account the age capabilities of children and systematic work is organized, they are understandable for children with severe speech impairments.

The use of small folklore works in speech therapy work allows you to eliminate problems in the development of the grammatical structure of speech, enrich the children's vocabulary, develop an interest in the word, to speech, expand the knowledge of children, their horizons. Which, in turn, will serve as a good base for.

Authors of the article:
Arakcheeva N.V.

Ufimtseva M.A.
Yekaterinburg, MBDOU No. 548, speech therapist teacher;
Faizova E.G.
Yekaterinburg, MBDOU No. 548, speech therapist teacher;
Belopashentseva I.V.
Yekaterinburg, MBDOU No. 548, physical education instructor.

Literature:
1. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers. -M .: Academy, 2000.
2. Alekseeva M.M., Yashina V.I. Speech development of preschoolers. -M .: Academy, 1999.
3. Anikin V.P. Russian folk proverbs, sayings, riddles and children's folklore. A guide for the teacher. - M., 1996.