Features of teaching children with general speech underdevelopment. Psychological characteristics of children with general speech underdevelopment: features of cognitive activity Mental characteristics of children with onr

The modern world is oversaturated with information, means of communication, books are widely available, many educational and entertainment channels for children have been created. It would seem that in such an environment, speech in children should develop without any difficulties, and speech therapists' offices will become a thing of the past. However, it is not. Poor ecology, in many respects cultural degradation, a reduced degree of psychological protection - all this is reflected in the development of the baby's speech. For some children, a speech therapist diagnoses level 3 general speech underdevelopment (OHP), a characteristic of which indicates that the child needs additional activities. The full development of each baby primarily depends on the efforts of his parents. They are obliged to seek help from specialists in time, having noticed some deviations in the formation of the personality of their child.

Characteristic OHR

OHP is observed in children with a normal level of intelligence, corresponding to their age, while not having any physiological problems with the hearing aid. Speech therapists say about such a group of patients that they do not have phonemic hearing, do not distinguish between individual sounds, therefore, they understand the meaning in a distorted form. The kid hears words differently than they are actually pronounced.

In children with OHP level 3 (the characteristics are presented below), speech skills such as word formation, sound production, the semantic load of a word, as well as grammatical structure are distorted. When speaking, older children may make mistakes that are inherent in an earlier age. In such children, the rates of development of speech and psyche do not correspond to each other. At the same time, kids with OHP are no different from their peers in development: they are emotional, active, play with pleasure, and understand the speech of others.

Typical manifestations of OHP

The following indicators are considered typical manifestations of general speech underdevelopment:

• the conversation is incomprehensible and unintelligible;
• phrases are constructed grammatically incorrectly;
• speech interaction has low activity, words are perceived with a lag when used independently;
• the first pronunciation of the first words and simple phrases at a later age (instead of 1.5-2 years old at 3-5 years old).

With the general development of the psyche:

• new words are poorly remembered and pronounced, memory is undeveloped;
• the sequence of actions is disrupted, simple instructions are followed with great difficulty;
• attention is scattered, no skills to concentrate;
• logical verbal generalization is difficult, there is no skill in analyzing, comparing objects, dividing them according to signs and properties.

Development of fine and gross motor skills:

• small movements are performed with inaccuracies and errors;
• the child's movements are slowed down, there is a tendency to freeze in one position;
• coordination of movements is impaired;
• rhythm is undeveloped;
• when performing motor tasks, disorientation in time and space is seen.

The characteristic of OHP of the 3rd level, as, indeed, of the other levels, contains the listed manifestations to one degree or another.

OHR reasons

Experts do not find gross pathologies in the functioning of the nervous system and the brain of children with OHP. Most often, social or physiological reasons are considered sources of speech lag. It can be:

• transferred during pregnancy or hereditary diseases of the mother;
• during the period of bearing the baby, the mother had nervous overloads;
• bad habits during pregnancy (alcohol, smoking);
• receiving any injuries during childbirth;
• very early or too late pregnancy;
• infections, complex diseases in a baby in infancy;
• possible head injuries in a child;
• trouble in the family, where the baby is experiencing early stress;
• there is no emotional contact between the baby and the parents;
• an unfavorable moral situation in the house;
• scandalous, conflict situations;
• lack of communication and attention;
• abandonment of the baby, rude speech in adults.

Classification. OHR level 1

General speech underdevelopment is classified into four levels, each of which has its own characteristics. OHP level 1 differs in many ways from OHP level 3. Characteristics of speech in pathology of the 1st level: babbling, onomatopoeia, pieces of small phrases, parts of words. Babies do not pronounce sounds clearly, actively help with facial expressions and gestures - all this can be called the skills of babies.

Children actively show interest in the world around them, communication, but at the same time the gap between active and passive vocabulary is much larger than the norm. Also, the characteristics of speech include the following:

• pronunciation of sounds is blurred;
• monosyllabic, sometimes disyllabic words predominate;
• long words are reduced to syllables;
• action words are replaced by object words;
• different actions and different objects can be denoted by one word;
• words that are different in their meaning, but consonant can get confused;
• in rare cases, speech is completely absent.

Level 2

ОНР 2, 3 levels of characteristics are somewhat similar, but there are also significant differences. At the 2nd level, there is an increase in the development of speech. A greater number of common words are learned, the simplest phrases are used, the vocabulary is constantly replenished with new, more often distorted words. Children are already mastering grammatical forms in simple words, more often with accented endings, distinguish between the plural, singular. Tier 2 features include:

• sounds are pronounced with great difficulty, often replaced by simpler ones (voiced - deaf, hissing - sibilant, hard - soft);
• grammatical forms are mastered spontaneously, do not associate with the meaning;
• speech self-expression is poor, vocabulary is poor;
• different objects and actions are denoted by one word if they are somehow similar (similarity in purpose or appearance);
• ignorance of the properties of objects, their names (size, shape, color);
• adjectives and nouns are not consistent; replacement or absence of prepositions in speech;
• the inability to respond smoothly without leading questions;
• endings are used randomly, replaced by one another.

Level 3

The characteristics of children with OHP level 3 looks like this: general speech skills are lagging behind, but phrases and detailed speech are already present. The basics of grammatical construction are already available to children, simple forms are used correctly, many parts of speech, more complex sentences are used. There are already enough life impressions at this age, the vocabulary is increasing, objects, their properties and actions are named correctly. Toddlers are able to compose simple stories, but still experience freedom of communication. OHP level 3 has the following speech characteristics:

• in general, there is no active vocabulary, the poverty of vocabulary is expressed, adjectives and adverbs are not used enough;
• verbs are used ineptly, adjectives with nouns are consistent with errors, therefore the grammatical structure is unstable;
• when constructing complex phrases, conjunctions are used incorrectly;
• there is no knowledge of subspecies of birds, animals, objects;
• actions are named instead of professions;
• instead of a separate part of an object, the whole object is called.

Approximate characteristics for a preschooler

The characteristic for a preschooler with 3 OHP level is as follows:

Articulation: organ anatomy without abnormality. Salivation is increased. The accuracy of movements and volume suffer, the child is not able to hold the organs of articulation in a certain position for a long time, the switchability of movement is impaired. With articulation exercises, the tone of the tongue increases.

Speech: general sounding is not expressive, weakly modulated quiet voice, breathing is free, the rhythm and tempo of speech are normal.

Sound reproduction: there are violations of the pronunciation of sonorous sounds. The hissing ones are delivered. Sounds are automated at the word level. Control over the pronunciation of sounds, fluent speech is controlled.

Phonemic perception, synthesis and sound analysis: phonemic representations are formed with a delay, the level is insufficient. By ear, the child selects a given sound from the syllabic, sound row, as well as a number of words. The place of the sound in the word is not determined. The skills of sound and letter analysis, as well as synthesis are not formed.

Syllabic structure: Words with a complex syllable structure are difficult to pronounce.

If a diagnosis of "general speech underdevelopment (OHP) level 3" is made, the characteristic (5 years - the age when many parents are already preparing their children for school, visiting specialists) should include all of the above points. Children at this age should be given the utmost attention. Speech problems will be helped by a speech therapist.

OHP speech level 3

Speech characteristics of children with OHP level 3:

Passive, active vocabulary: poverty, stock inaccuracy. The child does not own the name of words that go beyond the framework of daily communication: he cannot name parts of the body, the name of animals, professions, actions with which they are associated. There are difficulties in the selection of cognate words, antonyms, synonyms. Passive vocabulary is much higher than active vocabulary.

Grammatical system: speech therapy characteristics of a child with OHP level 3 indicates that during the formation of words, their agreement with other parts of speech, there are agrammatisms. The child is mistaken when choosing the plural of a noun. There are violations in the formation of words that go beyond the framework of everyday speech. Word-building skills are hardly transferred to a new speech. Mostly simple sentences are used in the presentation.

Coherent speech: difficulties are traced in detailed statements, language design. The sequence in the story is broken, there are semantic gaps in the storyline. Temporary and causal relationships are violated in the text.

Children of preschool age with OHP level 3 receive a characteristic at 7 years old from a speech therapist who conducts classes with them. If the results of classes with a speech therapist do not bring the desired result, you should seek the advice of a neurologist.

Level 4

Above was given an approximate description of the OHR level 3, the 4th is slightly different. Basic parameters: the child's vocabulary is noticeably increased, although there are gaps in vocabulary and grammar. New material is learned with difficulty, inhibited learning to write and read. Children use simple prepositions correctly, do not shorten long words, but nevertheless, some sounds often fall out of the word.

Difficulty of speech:

• sluggish articulation, speech is indistinct;
• the narrative is dull, not figurative, children express themselves in simple sentences;
• in an independent story, the logic is broken;
• expressions are chosen with difficulty;
• possessive and diminutive words are distorted;
• properties of objects are replaced by approximate ones;
• the names of objects are replaced by words with similar properties.

Psychologist's help

The characteristics of children with OHP level 3 indicate the need for classes not only with a speech therapist, but also with a psychologist. Complex measures will help to correct the deficiencies. Due to speech impairment, such children have problems concentrating, it is difficult for them to concentrate on the task. At the same time, the efficiency is reduced.

During speech therapy correction, it is necessary to involve a psychologist. Its task is to increase motivation to study and practice. The specialist must conduct a psychological effect that will be aimed at developing concentration of attention. It is recommended to conduct classes not with one, but with a small group of kids. It is important to take into account the child's self-esteem, underestimation inhibits development. Therefore, a specialist should help children with OHP to believe in their strength and success.

Complex corrective action

The pedagogical approach to correcting OHP is not an easy process, it requires a structured, special implementation of the assigned tasks. The most effective work is carried out in specialized institutions where qualified teachers work. If, in addition to OHP, a diagnosis of dysarthria is established, therapy is based on all pathologies. Medical treatment can be added to the corrective action. A neurologist should be involved here. Special institutions and centers aim to correct the deficiencies in the development of intellectual functions and to correct the deficiencies in communication skills.

The first thing I want to say to parents: do not despair if the child suffers from OHP. There is no need to conflict with teachers, specialists, if they diagnose "OHP level 3". This will only help to take action in time. Classes with the baby will help to quickly correct his speech, deal with pathologies. The sooner you understand the essence of the problem, start to act together with specialists, the faster the recovery process will turn in the right direction.

Treatment can be lengthy, and the outcome depends largely on the parents. Be patient and help your little one enter the world with a confident, developed speech.

General speech underdevelopment (OHP) is the lack of formation of the sound and semantic aspects of speech, which manifests itself in the residual or gross underdevelopment of phonetic-phonemic, lexical-grammatical processes, as well as coherent speech. The number of babies with OHP is about 40% of all children with speech disorders. Consider the features of children with OHP, the levels of this disease.

Main features of children with OHP

There are many reasons for the development of this speech pathology. However, despite this, there are common typical manifestations that indicate systemic disorders of speech activity. The main feature of children with OHP is called late onset of speech. As a rule, the first words in such babies appear at 3-4 years old, and sometimes at 5 years old. At the same time, they speak illiterately and phonetically unformed.

A feature of the speech of children with OHP is its poor understanding, insufficient speech activity, which decreases even more with age. All this leaves a significant imprint on the formation of a sensory, volitional and intellectual sphere in such babies. They suffer from lack of concentration, poor memory, forget complex instructions, sequence of tasks.

Due to speech disorders, children with OHP have specific thinking characteristics. They may lag behind in the development of verbal-logical thinking, with difficulty mastering comparison and generalization, analysis and synthesis.

Experts note that in many cases such children lag behind in the development of the motor sphere, they have very poor coordination of movements, insufficient speed and dexterity, uncertainty in the conduct of metered movements. Babies with OHP experience the greatest difficulties when performing movements according to verbal instructions.

A feature of children with OHP is the presence of insufficient coordination of fingers and hands, underdevelopment of fine motor skills. Such children are often slow in movements, can freeze for a long time in one position.

OHP levels

General speech underdevelopment has varying degrees of symptomatology and severity. This may be a complete absence of speech means and methods of communication, or a detailed speech containing elements of lexico-grammatical and phonetic underdevelopment.

There is a classification of OHR levels, developed by R. E. Levina. According to this classification, each level is characterized by a certain ratio of the primary defect and secondary deviations, which delay the formation of speech components. The transition from one level to the next is characterized by the emergence of new possibilities of speech. Consider the features of the speech of children with OHP, according to each level.

For children with OHP level 1, the lack of formation of phrasal speech is characteristic. In their communication, such children use babbling words, one-word sentences, facial expressions and gestures that are understandable only in a certain situation. Their vocabulary is very small, it mainly includes onomatopoeia, individual sound complexes and a few everyday words. Such children do not understand the meaning of many words, they have a grossly disturbed syllable structure of words, fuzzy articulation. With OHP level 1, phonemic processes are rudimentary; such a child cannot pronounce many sounds.

A feature of children with OHP level 2 is the presence, along with babbling speech, of simple sentences, which consist of 2-3 words. However, the statements of such a kid are of the same type in content, grammatically poor, as a rule, most often they name objects or express actions. There is a significant lag in the quantitative and qualitative vocabulary of the child from the age norm, he does not know the meaning of many words, replaces them with approximately similar in meaning. Children with OHP level 2 do not have a grammatical structure of speech, they have difficulties in using syllables, they confuse the singular and plural, and use case forms incorrectly. The sound pronunciation of such children has replacements and mixing of sounds, numerous distortions.

The main feature of children with OHP level 3 is the use of expanded phrasal speech. However, they mainly use simple sentences, they find it difficult to build complex sentences. The understanding of speech in such children is close to the norm. Difficulty is caused by understanding and mastering complex forms of grammar and logical connections. The volume of the vocabulary of a child with OHP level 3 is quite large, he uses almost all parts of speech. At the same time, it is characterized by inaccurate use of the names of objects, errors in the coordination of parts of speech, the use of prepositions, stresses and case endings. Phonemic perception of speech and sound pronunciation still have impairments, but much less than in the previous levels of OHP. A feature of children with OHP level 3 is that the syllable structure of words, as well as the sound quality of speech, suffer only in difficult cases.

For children with OHP level 4, difficulties in sound pronunciation and repetition of words with complex syllables are characteristic. They have insufficient phonemic perception, make mistakes in inflection and word formation. Possessing a fairly diverse vocabulary, such children do not always understand the meaning of some words, antonyms and synonyms, proverbs and sayings. In an independent speech, it is difficult for them to logically present events, they often miss the main thing, focusing on insignificant details, repeat what was said before. 4.9 out of 5 (27 votes)

Plan

Introduction ………………………………………………………………………3

Chapter 1. General characteristics of the OHR.

1.1. Characteristics of the concept of "general speech underdevelopment" ......................... 5

1.2. Development of speech function at preschool age ..................... ................. 8

1.3. Characteristics and structure of speech defect in OHR ................................................. .................................... .................................................. .......ten

1.4 OHP levels .............................................. ...............................................15

Chapter 2 Organization of correctional work with children with OHP.

2.1. Stages of correctional work with children with OHD …………………… .18

2.2. Correctional and developmental work with children of all levels of OHP ... 22

2.3. Psychological assistance to children with OHP. ……………………....……thirty

2.4. Pedagogy of health improvement in the system of correction of general speech underdevelopment in children ... ..................................... ................................… ..35

2.5. The meaning of rhymes for the formation of the lexical and grammatical system of the language ....................................... .................................................. ……… 39

Conclusion …………………………………………………………… ... 42

Literature …………………………………………………………… .... 45

Introduction

For a person, speech is the most important factor in his development, socialization. With the help of speech, we exchange information, interact with each other. But there are many people with speech impairments. There are many reasons for the occurrence of such defects: the influence of ecology, heredity, an unhealthy lifestyle of parents, pedagogical neglect. And people with such problems need the help of specialists.

This problem arises already in preschool age and this stage of life requires special study, analysis and special attention from both practitioners and scientists. A child with general underdevelopment, regardless of the level of speech development, first of all encounters a violation of all components of speech - this is the sound culture of speech, the grammatical structure of speech, passive and active vocabulary and coherent speech, and the specialist does not create the necessary conditions for correcting this defect.

In science, domestic scientists (R.E. Levina, N.A. Nikanshena, G.A. Kashe, L.F.Spirova, G.I. depending on the level of speech development and need improvement.

· Currently, there is a noticeable progress in the development of speech therapy. On the basis of psycholinguistic analysis, important data have been obtained on the mechanisms of the most complex forms of speech pathology (aphasia, analysis and general speech underdevelopment, dysarthria).

· Speech therapy at an early age is intensively developing: the features of pre-speech development of children are being studied, criteria for early diagnosis and prognosis of speech disorders are determined, techniques and methods of preventive (preventing the development of a defect) speech therapy are being developed.

· General speech underdevelopment - a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in perception and pronunciation of phonemes.

· The development of speech, including the ability to clearly pronounce sounds and distinguish them, own the articulatory apparatus, correctly construct a sentence, etc., is one of the pressing problems facing the preschool institution.

Correct speech is one of the indicators of a child's readiness to study at school, the key to successful mastering of literacy and reading: written speech is formed on the basis of oral speech, and children suffering from underdevelopment of phonemic hearing are potential dysgraphics and dyslexics (children with writing and reading disorders).

· Overcoming the general speech underdevelopment is achieved by purposeful speech therapy work to correct the sound side of speech and phonemic underdevelopment.

The system of education and upbringing of preschool children with a violation of the sound-syllable structure of the word includes the correction of a speech defect and preparation for full-fledged literacy training (G.A. Kashe, T.B. Filicheva, G.V. Chirkina, V.V. Konovalenko, S.V. Konovalenko).

· For the first time, the theoretical substantiation of the general underdevelopment of speech was formulated by R.E. Levina and a team of researchers from the Research Institute of Defectology in the 50-60s of the twentieth century. Deviations in the formation of speech began to be considered as developmental disorders proceeding according to the laws of the hierarchical structure of higher mental functions.

· A correct understanding of the structure of general speech underdevelopment, the reasons underlying it, the various ratios of primary and secondary disorders is necessary for the selection of children in special institutions, for choosing the most effective methods of correction and for preventing possible complications in schooling.

· Due to the fact that correct speech is one of the most important prerequisites for the further full development of the child, the process of social adaptation, the identification and elimination of speech disorders must be carried out at an early date. A significant percentage of speech disorders are manifested in preschool age, since this age is a sensitive period in the development of speech. Timely detection of speech disorders contributes to their faster elimination, prevents the negative impact of speech disorders on the formation of personality and on the entire mental development of the child.

· This test is devoted to the organization of speech therapy assistance to children with general speech underdevelopment.

· Purpose - to study the features of correctional work with children with general speech underdevelopment.

· Object - general speech underdevelopment.

· Subject - speech correction of children with OHP.

· Tasks:

· Explore theoretical scientific sources on the topic of OHR.

· To reveal the peculiarities of correction of violations of the lexical and grammatical system of the language in preschoolers.

· Chapter 1 General characteristics of the OHR.

· Characteristics of the concept of "general speech underdevelopment"

· For the first time, the theoretical substantiation of the ONR was formulated as a result of multifaceted studies of various forms of speech pathology in preschool and school children, conducted. R.E. Levina and a team of researchers from the Research Institute of Defectology (N.A. Nikashina, G.A. Kashe, L.F.Spirova, G.I. Zharenkov, and others) in the 50s - 60s of the XX century. Deviations in the formation of speech began to be considered as developmental disorders proceeding according to the laws of the hierarchical structure of higher mental functions. From the standpoint of a systematic approach, the question of the structure of various forms of speech pathology, depending on the state of the components of the speech system, was resolved.

· In 1969 R.E. Levina and colleagues developed a periodization of the manifestations of OHP: from the complete absence of speech means of communication to detailed forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

· Under the general underdevelopment of speech (OHP) we mean various complex speech disorders, in which the formation of all components of the speech system is impaired in children with normal hearing and intelligence. In the term general speech underdevelopment, it is stated that the speech function is completely defective. The lack of formation of all language systems is noted - phonemic, lexical (vocabulary), grammatical (the rules of word formation and inflection, the rules for the connection of words in sentences). At the same time, in the picture of OHP, different children have certain individual characteristics.

· Such a varied symptomatology of this disorder is due to the same varied reasons.

· The causes of OHP are various adverse effects both in intrauterine development and during childbirth, as well as in the first years of a child's life.

· It has now been proven that the nature of the anomaly in the development of the brain as a whole largely depends on the time of the lesion. The most severe brain damage under the influence of various hazards (infections, intoxications, etc.) usually occurs during early embryogenesis. It has been shown that the use of alcohol and nicotine during pregnancy can also lead to disorders in the mental and neuropsychic development of the child, one of the manifestations of which is often OHP.

· Also, a large role in the occurrence of speech disorders, including OHP, belongs to genetic factors. In these cases, a speech defect can occur under the influence of even minor adverse external influences.

· The emergence of reversible forms of OHP can be associated with unfavorable conditions of the environment and upbringing. Mental deprivation during the period of the most intensive speech formation leads to a lag in its development. If the influence of these factors is combined even with a not sharply expressed organic insufficiency of the central nervous system or with a genetic predisposition, then speech development disorders become more persistent and appear in the form of OHP.

· Based on the presented data, it is possible to draw a general conclusion about the complexity and polymorphism of the etiological factors causing OHP.

· OHP is observed in complex forms of children's speech pathology: alalia, aphasia, as well as rhinolalia, dysarthria and stuttering - in cases where the deficiency of the vocabulary of the grammatical structure and gaps in phonetic-phonemic development are simultaneously revealed.

· Thus, on the basis of the above, we can conclude: statistics, frequency, and clinical diversity of the manifestations of OHP depends on the speech disorders in which it is observed.

· Special studies of children with OHP have shown a clinical variety of manifestations of general speech underdevelopment. They can be schematically divided into three main groups.

· In children of the first group, there are only signs of general speech underdevelopment, without other pronounced disorders of neuropsychic activity. This is an uncomplicated version of the OHP. These children have no local lesions of the central nervous system. In their anamnesis there is no clear indication of pronounced deviations in the course of pregnancy and childbirth. Only in one third of the surveyed, during a detailed conversation with the mother, facts of not sharply expressed toxicosis of the second half of pregnancy or short-term asphyxia during childbirth are revealed. In these cases, it is often possible to note the prematurity or immaturity of the child at birth, his somatic weakening in the first months and years of life, susceptibility to childhood and colds. In the mental appearance of these children, there are certain features of general emotionally volitional immaturity, weak regulation of voluntary activity. The absence of paresis and paralysis, pronounced cortical and cerebellar disorders testifies to the preservation of their primary (nuclear) zones of the speech motor analyzer. The distinguished minor neurological dysfunctions are mainly limited to dysregulation of muscle tone, insufficiency of fine differentiated movements of the fingers, and the lack of formation of kinesthetic and dynamic praxis. It is predominantly a dysontogenetic variant of OHP.

· In children of the second group, general speech underdevelopment is combined with a number of neurological and psychopathological syndromes. This is a complicated variant of OHR of cerebral-organic genesis, in which there is a dysontogenotically encephalopathic symptom complex of disorders. A thorough neurological examination of the children of the second group reveals a pronounced neurological symptomatology, indicating not only a delay in the maturation of the central nervous system, but also a mild damage to individual brain structures. Among the neurological syndromes in children of the second group, the most frequent are the following: hypertensive-hydrocephalic syndrome (syndrome of increased intracranial pressure); cerebrasthenic syndrome (increased neuropsychic exhaustion), movement disorders syndromes (changes in muscle tone). Clinical and psychological-pedagogical examination of children of the second group reveals the presence of characteristic impairments of cognitive activity, caused by both the speech defect itself and low working capacity.

· Children of the third group have the most persistent and specific speech underdevelopment, which is clinically designated as motor alalia. These children have a lesion (or underdevelopment) of the cortical speech zones of the brain and, first of all, Broca's zone. With motor alamiya, complex dysontogenetic-encephalopathic disorders occur. The characteristic features of motor alalia are as follows: pronounced underdevelopment of all aspects of speech, phonemic, lexical, syntactic, morphological, all types of speech activity and all forms of oral and written speech.

· A detailed study of children with OHP revealed the extreme heterogeneity of the described group in terms of the degree of speech defect manifestation, which allowed R.E. Levina to define three levels of speech development of these children. Later Filicheva T.E. described the fourth level of speech development. Thus, the general underdevelopment of speech (OHP) in children with normal hearing and intact intelligence is a disorder that encompasses both the phonetic-phonemic and lexical-grammatical systems of the language. A conceptual approach to the problem of overcoming the general underdevelopment of speech involves comprehensive planning and implementation of speech therapy work with these children. This approach is for the first time presented by a system of program documents regulating the content and organization of corrective action in case of general speech underdevelopment (I, II, III and IV levels) in different age groups of kindergarten.
The main form of education in preschool educational institutions of a compensatory type for children of this category is speech therapy classes, in which the development of the language system is carried out. Determining their content, it is important to identify both the structure of the defect and those potential speech abilities of the child that the speech therapist uses in his work.
Correctional and developmental work with preschoolers involves a clear organization of the stay of children in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of a speech therapist and educator. Successful overcoming of speech underdevelopment in a preschool institution is possible provided there is close interconnection and continuity in the work of the entire teaching staff and the unity of the requirements for children. A close relationship of a speech therapist, educators, music director and other specialists is possible subject to joint work planning: choosing a topic and developing classes for it, determining the order of classes and tasks.

· Development of speech function in preschool age

· Throughout the preschool period, children quickly replenish their vocabulary, begin to use more and more complex grammatical structures and increasingly relate to speech as a means of establishing social contacts.

· From the point of view of the genetic approach, Roger Brown identified five stages in the child's language development. In determining these stages, he proceeded from the average length of the utterance - the average length of sentences created by the child.

· The first stage is characterized by two-word sentences. This is the very period when telegraphic speech, basic and open words first appeared.

· The second stage is characterized by longer statements. Children begin to extend the rules of inflection (inflection) to words that they already know. They are able to form the past tense forms of many verbs, the plural of many nouns, changing according to the rules. Children even over-expand the grammar rules, that is, they use them more consistently than adults, applying the rule to all, for example, verbs. From a formal point of view, they often make mistakes, however, such use of words testifies to the ability of children to establish and generalize the complex laws of language. This phenomenon is called overregulation.

· In the third stage, children learn to modify simple sentences. At this stage, children also begin to master real and passive phrases. In the fourth and fifth stages, children begin to use relative clauses, including them in complex and complex sentences.

· In domestic pedagogy, psychology and speech therapy, the following age-related features of the formation of speech function are distinguished. At the earliest stages of the child's postnatal development, his communication with the mother is not carried out silently, they conduct a "dialogue". This "dialogue" evokes reactions in the infant in the form of revitalization of general movements, a smile, the pronunciation of sounds and consonances (echopraxia, echolalia).

· Stimulation of the formation of speech function is of great importance for the development of the child. It should be done in every possible way to ensure that the period of mastering the child's motor skills, and, in particular, the motor speech apparatus, proceeds safely. The formation of the speech motor function is closely related to the development of general motor skills and, in particular, to the manipulative activity of the hands.

· In children of the first years of life, the development of understanding of speech is of particular importance, which largely depends on the speech behavior of adults. Understanding of speech occurs in a child by establishing a connection between the words spoken by adults and objects surrounding the child. Guessing the child's desires by his facial expressions and gestures harms the development of speech, since then he does not have a need for vocal reactions and pronouncing sounds and words.

· By the age of three in a normally developing child, the vocabulary includes 1000-1200 words. The child uses almost all parts of speech, common sentences, his communication with adults and children becomes verbal. By the age of 3 years of a child's life, his speech becomes an independent type of activity. Normally, by this time, children have mastered simple common sentences.

· After 4 years, children can retell a familiar fairy tale, willingly recite poems, by the age of 5 they retell the texts they have just read, having listened to them 2 times. After five years, children are able to tell in some detail and consistently about what they saw or heard, explain the cause and effect, and compose a story based on the picture. After six years, children themselves can come up with a story or a fairy tale.

· By the age of 3-4, children with normal speech development generally correctly use all simple prepositions in independent speech, freely use them in their statements. By the age of 5, they master all types of declensions, that is, they correctly use nouns, adjectives in all cases of the singular and plural. Some difficulties that are encountered in children relate to rarely used nouns in the genitive and nominative plurals (chairs, trees).

· By the age of 5, children learn the basic forms of coordinating the words of nouns with adjectives of all three genders, nouns with numerals in the nominative case.

· Children normally develop the skill of word formation early, 4-year-old children freely form nouns with diminutive-affectionate suffixes. Preschoolers 5-6 years old freely change the basis of the word for the formation of words of various categories (nouns, verbs, adjectives).

By the age of 6, only the basic parameters of the speech-motor mechanisms are formed in a child: the contractions of the muscles of the speech apparatus in the process of speech are not sufficiently automated, the speech-motor stereotypes are easily violated when the speech task becomes more complicated, the coordinating relationships between the parts of the speech-motor apparatus (in particular, between the articulatory and respiratory apparatus) are unstable.

Despite the large vocabulary, the external design of speech at this age is often still far from perfect: there is no purity in the sound of sibilants, the sound p, there are permutations of sounds, etc. Usually, these features of speech formation disappear by the age of 4-5 years of life, as the physiological and psychological functions of the brain mature, spontaneously under the influence of the speech of others and its correct patterns.

· In the event that the surrounding adults have a wrong pronunciation, the process of mastering the correct sound pronunciation becomes difficult, the abnormally pronounced sounds of speech are fixed and in the future the child needs special corrective training from a speech therapist.

· In the process of developing speech, children go through the so-called physiological stutters, which manifests itself in the discontinuity of the speech flow, repeated repetition of syllables and words, pronouncing words during inhalation. These phenomena, as well as incorrect pronunciation, are mainly associated with the immaturity of coordinating mechanisms in the activity of the peripheral speech apparatus and usually disappear by 4-5 years. However, these hesitations can turn into real speech pathology if during this period the child is surrounded by a tense psychological situation in the family or his speech education is incorrect.

· It should be noted that the formation of the speech function goes in parallel with the study of the surrounding world. The correct perception of objects, the accumulation of ideas and knowledge, and they occur due to the closest interaction of speech and sensory development.

· Characteristics and structure of a speech defect in OHP

· Despite the different nature of the defects, children with general speech underdevelopment have typical manifestations that indicate a systemic impairment of speech activity. One of the leading signs is a later onset of speech: the first words appear by 3-4, and sometimes by 5 years. Speech is agrammatical and phonetically insufficiently framed. The most expressive indicator is the lag in expressive speech with a relatively good, at first glance, understanding of the addressed speech. The speech of these children is incomprehensible. Insufficient speech activity is observed, which drops sharply with age, without special training. However, children are quite critical of their defect.

· Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. Insufficient stability of attention, limited possibilities of its distribution are noted. With a relatively intact semantic, logical memory in children, verbal memory is reduced, and the productivity of memorization suffers. They forget complex instructions, elements and sequence of tasks.

· In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.

· The connection between speech disorders and other aspects of mental development determines the specific features of thinking. Having in general full-fledged prerequisites for mastering mental operations, accessible to their age, children lag behind in the development of verbal-logical thinking, without special training they hardly master analysis and synthesis, comparison and generalization.

· Along with the general somatic weakness, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in the performance of metered movements, a decrease in the speed and dexterity of performance. The greatest difficulties are revealed when performing movements according to verbal instructions.

· Children with general speech underdevelopment lag behind normally developing peers in reproducing a motor task in terms of spatio-temporal parameters, violate the sequence of action elements, and omit its component parts. For example, rolling the ball from hand to hand, passing it from a short distance, striking the floor with alternating alternation; jumping on the right and left legs, rhythmic movements to the music.

Insufficient coordination of fingers and hands, underdevelopment of fine motor skills is noted. Slowness is detected, stuck in one position.

· A correct assessment of non-speech processes is necessary to identify the patterns of atypical development of children with general speech underdevelopment and at the same time to determine their compensatory background.

· Children with general speech underdevelopment should be distinguished from children with similar conditions - a temporary delay in speech development. It should be borne in mind that children with general speech underdevelopment in the usual timeframe develop an understanding of everyday colloquial speech, an interest in play and objective activity, an emotionally selective attitude towards the world around them.

· One of the diagnostic signs may be the dissociation between speech and mental development. This is manifested in the fact. That the mental development of these children, as a rule, proceeds more safely than the development of speech. They are distinguished by their criticality to speech impairment. Primary speech pathology inhibits the formation of potentially intact mental abilities, interfering with the normal functioning of speech intelligence. However, as the formation of verbal speech and the elimination of the actual speech difficulties, their intellectual development approaches the norm.

· To distinguish the manifestation of general speech underdevelopment from delayed speech development, a careful study of the anamnesis and analysis of the child's speech skills are necessary.

· In most cases, there is no history of gross disorders of the central nervous system. Only the presence of a mild birth trauma, long-term somatic diseases in early childhood is noted. Unfavorable effects of the speech environment, miscalculations of upbringing, lack of communication can also be attributed to factors that inhibit the normal course of speech development. In these cases, attention is drawn primarily to the reversible dynamics of speech impairment.

· In children with delayed speech development, the nature of speech errors is less specific than with general speech underdevelopment. Errors such as mixing the productive and unproductive plural forms ("chairs"), unification of the genitive plural endings ("pencils", "birds") prevail. In these children, the volume of speech skills lags behind the norm, they are characterized by errors inherent in children of a younger age.

· Despite certain deviations from age standards (especially in the field of phonetics), the speech of children provides its communicative function, and in some cases is a fairly full-fledged regulator of behavior. They have more pronounced tendencies towards spontaneous development, towards the transfer of developed speech skills to conditions of free communication, which makes it possible to compensate for speech deficiency before entering school.

· R.E. Levina and her collaborators (1969) developed a periodization of the manifestation of general underdevelopment of speech: from the complete absence of speech means of communication to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

· Nominated by R.E. Levina's approach made it possible to move away from describing only individual manifestations of speech impairment and present a picture of an abnormal development of a child according to a number of parameters reflecting the state of linguistic means and communication processes. On the basis of a step-by-step structural-dynamic study of anomalous speech development, specific patterns have also been revealed that determine the transition from a low level of development to a higher one.

· Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components depending on it. The transition from one level to another is determined by the emergence of new linguistic possibilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content, and the mobilization of a compensatory background.

· The individual pace of the child's progress is determined by the severity of the primary defect and its shape.

· The most typical and persistent manifestations of general speech underdevelopment are observed with alalia, dysarthria, and less often with rhinolalia and stuttering.

· There are three levels of speech development, reflecting the typical state of the components of the language in children of preschool and school age with general speech underdevelopment.

· The first level of speech development. Speech communication is extremely limited. The active vocabulary of children consists of a small number of indistinct everyday words, onomatopoeia and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, intonation and gestures to indicate the difference in meanings. Babble formations, depending on the situation, can be regarded as one-word sentences.

· Differentiated designation of objects and actions is almost absent. The names of actions are replaced by the names of objects (open - "tree" (door)), and vice versa, the names of objects are replaced by the names of actions (bed - "stalemate"). The polysemy of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

· Children do not use morphological elements to convey grammatical relationships. Their speech is dominated by root words, devoid of inflections. "Phrase" consists of babbling elements that consistently reproduce the situation they designate with the involvement of explanatory gestures. Each word used in such a "phrase" has a diverse correlation and cannot be understood outside a specific situation.

· The passive vocabulary of children is wider than the active vocabulary. However, the research of G.I. Zharenkova (1967) shows the limitedness of the impressive side of speech of children who are at a low level of speech development.

· The understanding of the meanings of grammatical changes in the word is absent or is only in its infancy. If we exclude situationally orienting signs, children are unable to distinguish between singular and plural forms of nouns, the past tense of the verb, masculine and feminine forms, and do not understand the meaning of prepositions. When perceiving addressed speech, the lexical meaning is dominant.

· The sound side of speech is characterized by phonetic uncertainty. Unstable phonetic design is noted. The pronunciation of sounds is diffuse due to unstable articulation and low possibilities of their auditory recognition. The number of defective sounds can be much larger than correctly pronounced. In pronunciation, there are oppositions only of vowels - consonants, mouth - nasal, some explosive - fricatives. Phonemic development is in its infancy.

· The task of isolating individual sounds for a child with babbling speech in motivational and cognitive terms is incomprehensible and impracticable.

· A distinctive feature of speech development at this level is the limited ability to perceive and reproduce the syllabic structure of a word.

· The second level of speech development. The transition to it is characterized by the increased speech activity of the child. Communication is carried out through the use of a constant, although still distorted and limited stock of common words.

· Differentiated names of objects, actions, individual signs. At this level, it is possible to use pronouns, and sometimes unions, simple prepositions in elementary meanings. Children can answer questions about the picture related to the family, familiar events of the surrounding life.

· Speech impairment is clearly manifested in all components. Children use only simple sentences of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting body parts, animals and their babies, clothes, furniture, professions is revealed.

· The limited possibilities of using the subject vocabulary, the vocabulary of actions, signs are noted. Children do not know the names of the color of objects, their shape, size, replace words with similar ones.

Gross errors in the use of grammatical constructions are noted:

· Mixing of case forms ("driving a car" instead of "driving a car");

· Frequent use of nouns in the nominative case, and verbs in the infinitive or third person singular and plural present tense;

· In the use of the number and gender of verbs, when changing nouns by numbers;

· Lack of agreement of adjectives with nouns, numerals with nouns.

· Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, and the noun is used in its original form (“the book goes that way” - the book is on the table); replacement of the preposition is also possible. Unions and particles are rarely used.

· Understanding of addressed speech at the second level develops significantly due to the differentiation of some grammatical forms (as opposed to the first level), children can focus on morphological elements that acquire meaningful meaning for them.

· It refers to distinguishing and understanding the singular and plural forms of nouns and verbs (especially with accented endings), masculine and feminine forms of past tense verbs. Difficulties remain in understanding the forms of number and gender of adjectives.

· The meanings of prepositions differ only in a familiar situation. The assimilation of grammatical patterns is more related to those words that early entered the active speech of children.

· The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and confusions. The pronunciation of soft and hard sounds, hissing, whistling, affricate, voiced and deaf sounds is impaired. There is a dissociation between the ability to pronounce sounds correctly in an isolated position and their use in spontaneous speech.

· Difficulties in mastering the sound-syllable structure also remain typical. Often, with the correct reproduction of the contour of words, sound filling is disturbed: rearrangement of syllables, sounds, replacement and assimilation of syllables (morashka - chamomile, cookie - strawberry). Polysyllabic words are reduced.

· Children show insufficient phonemic perception, their unpreparedness for mastering sound analysis and synthesis.

· The third level of speech development is characterized by the presence of detailed phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

· Characteristic is the undifferentiated pronunciation of sounds (mainly sibilant, hissing, affricates and sonors), when one sound replaces simultaneously two or more sounds of a given or similar phonetic group. Unstable substitutions are noted when the sound in different words is pronounced differently; mixing sounds, when in isolation the child pronounces certain sounds correctly, and substitutes them in words and sentences.

· Correctly repeating three or four-syllable words after the speech therapist, children often distort them in speech, reducing the number of syllables (children blinded a snowman - children sip a novice). A lot of errors are observed in the transmission of the sound filling of words: permutations and replacements of sounds and syllables, reduction when consonants in a word meet.

· Against the background of relatively detailed speech, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word formation methods creates difficulties in using word variants, children do not always succeed in selecting single-root words, the formation of new words using suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning.

· In free expressions simple common sentences prevail, complex constructions are almost never used.

· Agrammatism is noted: errors in the coordination of numerals with nouns, adjectives with nouns in gender, number and case. A large number of mistakes are observed in the use of both simple and complex prepositions.

· The comprehension of addressed speech is developing significantly and is approaching the norm. Insufficient understanding of changes in the meanings of words expressed by prefixes, suffixes is noted; there are difficulties in distinguishing morphological elements that express the meaning of number and gender, understanding the logical and grammatical structures that express cause-and-effect, temporal and spatial relationships.

· The described gaps in the development of phonetics, vocabulary and grammatical structure in school-age children are manifested more clearly during schooling, creating great difficulties in mastering writing, reading and educational material.

· 1.4 OHP levels

· It is customary to distinguish four levels of OHP, which reflect the typical state of the language components in children with OHP. OHR level 1 characterized by the absence of speech, correlates with the first period of assimilation of the native language in ontogenesis (in the norm), conventionally called "one-word sentence, a sentence of two words-roots."

· For communication, children with OHP of the first level mainly use babbling words, onomatopoeia, individual nouns and verbs of everyday content, snippets of babbling sentences, the sound design of which is blurry, indistinct and extremely unstable. Very often, the child reinforces his speech with facial expressions and gestures. A similar state of speech can be observed in mentally retarded children. But the difference between children with OHP and the mentally retarded is that: the volume of the passive vocabulary significantly exceeds the active one; gestures and expressive facial expressions are used to express their thoughts; characterized by a great initiative of speech search in the process of communication, and sufficient criticality to his speech. Some words used by children with OHP are inaccurate in terms of structure and sound. A significant limitation of the active vocabulary is manifested in the fact that children with one name designate various objects, combining them according to the similarity of individual signs ("bobo" - hurts, lubricates, injections). At the same time, they call the same object in different situations in different words, replace the names of actions with the names of objects ("tui" - to sit, chair, "bibi" - to drive, ride, car ) ... The low speech abilities of children are accompanied by both a small life experience and an insufficient amount of ideas about the life around them. There is instability in the pronunciation of sounds. In the speech of children, mainly one-two-syllable words prevail. When trying to reproduce a more complex syllable structure, the number of syllables is reduced to two or three ("avat" - a bed, "amida" - a pyramid). Phonemic perception is grossly violated, difficulties arise even when selecting words that are similar in name, but different in meaning (hammer - milk, digs - rolls - bathes). The tasks for the sound analysis of words are incomprehensible to children of this level. OHR level 2 described in speech therapy as "the beginnings of phrasal speech", corresponds to the period of the norm "assimilation of the grammatical structure of the sentence." It is characterized by the fact that, in addition to gestures and babbling words, albeit distorted, but rather constant common words appear. The beginning differentiation of some grammatical forms occurs only in relation to words with accented endings (table - tables; sings - sing) and referring only to certain grammatical categories. This process is unstable, and gross speech underdevelopment is manifested quite clearly. The speech of children with GSE of the second level, as a rule, is poor, the child is limited to the enumeration of directly perceived objects and actions. The story of the picture is possible only with the help of leading questions, it is constructed primitively, in short phrases. The forms of number, gender and case for children do not carry a meaningful function. Changing words in gender, number, case is random, and therefore many different mistakes are made when using it. Verbal generalization is significantly difficult. The same word refers to objects that have external similarity, are similar in purpose or other characteristics. The limited vocabulary is evidenced by ignorance of many words denoting parts of an object (branches, trunk, roots of a tree), dishes (dish, tray, mug), vehicles (helicopter, motor boat), baby animals (squirrel, hedgehog, fox), etc. There is a lag in the use of words-signs of objects, denoting shape, color, material. During a special examination, gross errors in the use of grammatical forms are noted:

· - replacement of case endings ("skated gokam" - rides on a hill);

· - mistakes in the use of forms of number and gender of verbs ("Kolya pityalya" - Kolya wrote); when nouns change in numbers ("yes pamidka" - two pyramids);

· - lack of coordination of adjectives with nouns, numerals with nouns ("asin adas" - red pencil, "asin eta" - red ribbon). Often, prepositions, such children, are released at all, while the noun is used in the form of the nominative case, and numerous substitutions of prepositions are also possible. Conjunctions and particles in speech are rarely used. The sound-pronunciation side of speech lags far behind the age norm; the pronunciation of most sounds (soft and hard, hissing, whistling, sonorous, voiced and deaf) is disturbed; the transmission of words of different syllable composition is grossly violated. The most characteristic is the reduction in the number of syllables ("skovoda" - frying pan), permutations of syllables, sounds ("basagi" - boots), replacement and assimilation of syllables are noted. Phonemic hearing is not formed, the child finds it difficult to correctly choose a picture with a given sound, determine the position of the sound in a word, etc.

· With adequate corrective action, children move to the third level of speech development, which gives them the opportunity to significantly expand their verbal communication with others. OHR 3 levels characterized by the presence of detailed phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment, is a kind of variant of the period of the child's assimilation of the morphological system of the language. Free communication in children with OHP of the third level is extremely difficult. Even the sounds that children know how to pronounce correctly do not sound clear enough in independent speech. Undifferentiated pronunciation of sounds (sibilants, hissing, affricates and sonors) is characteristic, when one sound replaces simultaneously two or more sounds of a given phonetic group. At this stage, children already correctly use simple grammatical forms, use all parts of speech, try to build complex and complex sentences. They usually no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life experience. They can freely talk about their family, about themselves and their comrades, the events of the life around them, and make a short story. However, a careful study of the state of all aspects of speech reveals a pronounced picture of the underdevelopment of each of the components of the language system: vocabulary, grammar, phonetics. Along with correct sentences, there are also agrammatic ones, arising, as a rule, due to errors in coordination and management. These mistakes are not permanent: the same grammatical form or category can be used both correctly and incorrectly in different situations. Errors often occur when constructing complex sentences with unions and union words. When drawing up sentences based on a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects that the character uses. Despite the quantitative growth of vocabulary, lexical errors are observed:

· - replacing the name of a part of an object with the name of a whole object (dial - "clock");

· - substitution of names of professions with names of actions (ballerina - "aunt is dancing", etc.);

· - replacement of specific concepts by generic ones and vice versa (sparrow - "bird"; trees - "Christmas trees");

· - substitution of features (high, wide, long - "large", short - "small"). In free statements, children use little adjectives and adverbs denoting the signs and state of objects, methods of action.

· OHR level 4 characterized by separate gaps in the development of vocabulary and grammatical structure. At first glance, errors seem insignificant, but their combination puts the child in a difficult position when learning to write and read. The educational material is perceived poorly, the degree of its assimilation is very low, the grammar rules are not assimilated. In the speech of children with OHP of the fourth level, there are elisions, mainly consisting in the reduction of sounds, and rarely - omissions of syllables. Paraphasias, permutations of sounds, rarely syllables are also observed.

· Sluggish articulation and fuzzy diction leave the impression of general blurry speech. There are disadvantages of phonemic hearing. When designating the actions and signs of objects, some children use the names of an approximate value: oval - round. Lexical errors are manifested in the replacement of words that are similar in the situation (the cat rolls the ball - instead of the "ball"), in the mixing of signs (high fence - long; old grandfather - an adult). Having a stock of words denoting different professions, children poorly differentiate the designations of masculine and feminine persons. Word formation using magnifying suffixes is very difficult. Errors in the use of diminutive nouns (strap - strap, etc.) and the formation of possessive adjectives (wolf - wolf; fox - fox) remain persistent. At this stage, there are no mistakes in the use of simple prepositions in the speech of children, difficulties in agreeing adjectives with nouns are insignificant. But it is still difficult to use complex prepositions, in the coordination of numerals with nouns. Coherent speech is very peculiar. When composing a story on a given topic, picture, series of plot pictures, the logical sequence is violated, there are omissions of the main events, the repetition of individual episodes. Talking about events from their lives, they use simple, uninformative sentences. Difficulties remain in the planning of their utterances and the selection of appropriate language means.

· Chapter 2 Organization of correctional work with children with OHP.

· 2.1. Stages of correctional work with children with OHP

· Stages of correctional work with children with general speech underdevelopment.

· Stage 1:

· Understanding of speech:

• Memorizing the names of toys, body parts, clothes
• Understanding action-based phrases
• Expression of everyday situations
• Understanding the questions WHO? WHAT?
• Understanding and following instructions

• Stimulation of speech need
• Name of loved ones
• Expression of requests (ON, GIVE, GO)
• Expression of states of interjections in a game situation (OH! AH! Tshsh!)
• Onomatopoeia of animals
• Calling animals (KIS, BUT!)
• Introduction of onomatopoeia into couplets
• Imitation of musical toys
• Imitation of household noises
• Formation of phrases (LET'S DRINK, M4MA, ON; LET'S STROKE, etc.)

· Stage 2;

· Understanding of speech:

• Distinguishing the number of objects (ONE-MANY) Distinguishing the size of objects (LARGE - SMALL) Distinguishing the taste (SWEET-ACID)
• Spatial location (HERE - THERE)
• Distinguishing between singular and plural (HOUSE - HOUSE)
• Particle discrimination DO NOT (TAKE - DO NOT TAKE)
• Distinguishing who the command is directed to (SIT - SIT)

· Development of independent speech:

• Clarification of vowel articulation
• Naming familiar objects
• Building up syllables to the end of a word (RU -... KA, KNO -... KA)
• a compound sentence with the words HERE, THIS, HERE, HERE, THERE, etc.
• Using the imperative mood of the verb
• Use of the phrase "imperative verb + appeal"
• Use of the phrase "address + imperative + noun in the Accusative"
• The use of the phrase "infinitive + WANT, SHOULD, POSSIBLE, etc."

· Stage 3:

· Understanding of speech:

• Distinguishing quasi-homonyms words Distinguishing words that have similarities in an objective situation (DRAWS-WRITS) Distinguishing antonyms words Understanding and distinguishing reflexive verbs
• Distinguishing between plural and singular nouns
• Distinguishing the gender of past tense verbs (ZHENYA UPAL-ZHENYA UPALA) Distinguishing the object and the subject of action
• Understanding the relationships of the actors
• Spatial relationships of objects (ON, B, POD, ABOUT, FROM, FOR)
• Generalization of objects according to their purpose
• Distinguishing between singular and plural nouns in the Prepositional case Understanding adjectives-antonyms (WIDE - NARROW, LONG - SHORT) Distinguishing spatial adverbs (DOWN, UP, FAR, CLOSE, FORWARD, BACK)

· Development of independent speech:

• Formulation of sentences "noun + verb + direct completion"
• Formulation of sentences "noun + verb + direct complement, which does not coincide in the Accusative and Nominative cases"
• Answers to the question WHAT DOES?
• Matching object names to action names Using reflexive verbs
• Learning couplets and quatrains
• Formation of the syllabic structure of the word
• Formation of sound pronunciation:

-Development of auditory perception

- expansion of the volume of auditory memory

- formation of articulatory patterns of consonants

· Stage 4:

· Understanding of speech:

• Understanding the case endings of nouns
• Understanding forms of adjectives and adverbs

· Development of independent speech:

• Securing the structures of the previous stage
• Formulation of sentences "noun + verb + 2 nouns in the Accusative and Dative cases"
• Composing sentences "noun + verb + 2 nouns in Accusative and Instrumental"
• Writing sentences "noun + verb + adverb"
• Drafting sentences with the preposition У
• Drawing up sentences with the preposition B
• Drawing up sentences with the preposition HA
• Writing sentences with the preposition C
• Drawing up sentences with the preposition K
• Composing sentences "noun + verb + infinitive + 1-2 nouns in indirect cases"
• Pluralization of nouns
• Formation of diminutive nouns
• Formation of the negative form of verbs
• Infinitive formation
• Formation of the syllable contour of the word
• Correction of sound pronunciation
• Memorizing and reciting poetry
• Memorizing and playing short stories (3-5 sentences)

· Stage 5:

· Development of independent speech:

• Formation of phrases "adverb LOT + adjective + noun in the Genitive plural"
• Concordance of pronouns with nouns
• Aligning adjectives with nouns
• Formation of single root prefix verbs
• Drawing up a design with union A
• Drawing up proposals with homogeneous subjects
• Composing sentences with homogeneous predicates
• Drafting proposals with homogeneous definitions
• Drawing up proposals with homogeneous additions
• Drafting proposals with homogeneous circumstances
• Concordance of pronouns with the preposition У
• Drawing up a proposal with union A
• Writing sentences with words FIRST - THEN
• Drafting proposals with the union OR
• Drawing up a proposal with the union BECAUSE
• Drafting proposals with the union TO
• Formation of possessive adjectives
• Formation of relative adjectives
• Formation of adjectives from adverbs
• Formation of degrees of comparison of adjectives
• Formation of single-root words of various parts of speech
• Formation of nouns from nouns
• Selection of polysemantic words
• Selection of antonyms (verbs, adjectives, nouns)
• Distinguishing words with shades of meaning (GO - ROADS)
• Substitutions of verb forms
• Formation of future tense verbs
• Formation of degrees of comparison of adverbs
• The development of coherent speech:

- retellings of texts

· - storytelling

· 2.2. Correctional and developmental work with children of all levels of OHP

· Characteristics of children with I level of speech development

· The first level of speech development is characterized as the absence of common speech. A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation, inertia in the child's mastering of words that are new to him. Such children in independent communication cannot use phrasal speech, do not have the skills of a coherent statement. At the same time, one cannot talk about the complete absence of verbal means of communication in them. These means for them are individual sounds and their combinations - sound complexes and onomatopoeia, scraps of babbling words ( "Koka" - cockerel, "Kóy" - open, "Dóba" - kind, "Dada" - give, "Pi" - drink), individual words that coincide with the norms of the language. Sound complexes, as a rule, are used to designate only specific objects and actions. When reproducing words, the child predominantly retains the root part, grossly violating their sound-syllable structure.
Multipurpose use of limited verbal means of the native language is a characteristic feature of the speech of children of this level. Onomatopoeia and words can mean both the names of objects, and some of their signs and actions performed with these objects. For example, the word "Koka" pronounced with different intonation and gestures means "cockerel", "crows", "bites", which indicates the limited vocabulary. Therefore, the child is forced to actively use paralinguistic means of communication: gestures, facial expressions, intonation.
When perceiving addressed speech, children are guided by a well-known situation, the intonation and facial expressions of an adult. This allows them to compensate for the lack of development of the impressive side of speech. In independent speech, there is an instability in the pronunciation of sounds, their diffuseness. Children are able to reproduce mostly one-two-syllable words, while more complex words are subject to contractions ( "Paka di" - the dog is sitting, "Ató" - hammer, "Cha mako" - tea with milk). Along with individual words, the first phrases appear in the child's speech. The words in them, as a rule, are used only in their original form, since inflection is not yet available to children. Such phrases can consist of separate correctly pronounced two-, three-syllable words, including the sounds of early and middle ontogenesis ( "Five" - give, take; "Kyka" - book; "Paka" - stick); "Outline" words of two or three syllables ( "Atota" - carrot, "Tyapat" - bed, "Pull" - ball); fragments of nouns and verbs ( "NS"- cow, "Beya" - Snow White, "Pi" - drink, "Pa" - sleep); fragments of adjective words and other parts of speech ( "Barefoot" - big, "Paká" - bad); onomatopoeia and sound complexes ( "Ko-ko", "bah", "mu", "av") etc.

· Organization of correctional and developmental work with children (I level of speech development)

· The need for an early (from 3 years of age) complex systematic corrective action is determined by the possibility of compensating speech underdevelopment at this age stage.
Taking into account the structure of speech and non-speech defect of children of this category, the daily routine and the schedule of classes in the younger group of the kindergarten are designed in such a way as to, on the one hand, carry out corrective work as efficiently as possible, and on the other, create optimal conditions for the preservation and development of the health of preschoolers.
Speech therapy classes with children of the I level of speech development are conducted individually or in small subgroups. This is due to the fact that they do not fully possess the understanding of speech, they learn instructions addressed only to them personally, as well as the presence of existing specific features of mental activity. Therefore, the first classes are conducted only in the form of a game with the involvement of your favorite puppet characters.
The content of each lesson includes several areas of work:
development of understanding of speech;
the development of active imitative speech activity;
development of attention, memory, thinking of children.

· Characteristics of children with the II level of speech development

This level is defined as the beginnings of common speech, a distinctive feature of which is the presence of two-, three-, and sometimes even four-word phrases: "Yes, drink moku" - give milk to drink; "Baska atat nika" - grandmother is reading a book; "Give gat" - give to play; "In the heart of asanya meat" - here is a big ball. By combining words into phrases and phrases, the same child can both correctly use the methods of coordination and control, or break them: "Ti yoza" - three hedgehogs, "Moha koukaf" - many dolls, "Blue kadasy" - blue pencils, "Badik flight" - pours water "Tasin petakok" - red cockerel, etc.
In the independent speech of children, simple prepositions or their babbling variants sometimes appear ( "Tidit a tue" - sitting on a chair, "Shield and toy" - lies on the table); complex prepositions are absent.
The lack of practical assimilation of the morphological system of the language, in particular word-formation operations of varying degrees of complexity, significantly limits the speech capabilities of children, leading to gross errors in the understanding and use of prefixed verbs, relative and possessive adjectives, nouns with the meaning of the character ( "Valya dad" - Valin daddy "Alil" - poured, poured, poured, "Giby soup" - mushroom soup, "Dyka hvot" - bunny tail, etc.). Along with the indicated errors, there are significant difficulties in the assimilation of generalizing and abstract concepts, the system of antonyms and synonyms. As at the previous level, the ambiguous use of words and a variety of semantic substitutions are preserved. The use of words in a narrow sense is characteristic. With the same word, a child can name objects that are similar in shape, purpose, function performed, etc. ( "fly" - ant, beetle, spider; "Tufi" - shoes, slippers, boots, sneakers, sneakers). The limited vocabulary is also manifested in ignorance of many words denoting body parts, parts of an object, dishes, transport, baby animals, etc. ( "Yuká" - arm, elbow, shoulder, fingers, "Stuy" - chair, seat, back; "a bowl" - plate, saucer, dish, vase; "Liska" - fox, "Mán'ka vóyk" - wolf cub, etc.). Difficulties in understanding and using words denoting signs of objects, shape, color, material are noticeable.
Coherent speech is characterized by insufficient transmission of some semantic relations and can be reduced to a simple enumeration of events, actions or objects. Children with the II level of speech development find it extremely difficult to compose stories, retellings without the help of an adult. Even with clues and leading questions, children cannot convey the content of the storyline. This is most often manifested in the enumeration of objects, actions with them, without establishing time and cause-and-effect relationships.
The sound side of the speech of children is not fully formed and significantly lags behind the age norm: there are multiple violations in the pronunciation of 16-20 sounds. Statements of preschoolers are poorly understood due to pronounced violations of the syllable structure of words and their sound filling: "Dandas" - pencil, "Aqua" - aquarium, "Vipised" - bike, "Misane" - policeman, "Khadika" - fridge.

· Organization of correctional and developmental work with children (II level of speech development)

· The tasks and content of correctional and developmental education for children of 4 years old with this level are planned taking into account the results of their speech therapy examination, which makes it possible to identify the potential speech and psychological capabilities of children, and correlate with the general educational requirements of a typical kindergarten program.
Speech therapy classes in the middle group for these children are divided into individual and subgroup. Taking into account the neurological and speech status of preschoolers, speech therapy classes are inappropriate to conduct with the entire group, since in this case the degree of assimilation of the educational material will be insufficient.
In this regard, individual lessons are of an advanced nature, since their main goal is to prepare children for active speech activity in subgroup lessons.
In individual lessons, work is carried out on:
1) activation and development of differentiated movements of the organs of the articulatory apparatus;
2) preparation of the articulatory base for the assimilation of absent sounds;
3) the setting of missing sounds, their distinction by ear and the initial stage of automation at the level of syllables, words.
Depending on the nature and severity of the speech defect, psychological and characterological characteristics of children, their number in subgroups varies at the discretion of the speech therapist (from 2-3 to 5-6 people). At the beginning of the academic year, the number of people in the subgroup may be less than at the end of the training.
The content of speech therapy classes is determined by the tasks of correctional education of children:
development of understanding of speech;
activation of speech activity and development of lexical and grammatical means of the language;
development of the pronunciation side of speech;
development of independent phrasal speech.
There are the following types of subgroup speech therapy classes for formation:
1) vocabulary;
2) grammatically correct speech;
3) coherent speech;
4) sound pronunciation, development of phonemic hearing and syllable structure.
Subgroup lessons are conducted by a speech therapist in accordance with the schedule, individual lessons are conducted daily, in accordance with the daily routine in a given age group of a preschool institution.

· Characteristics of children with III level of speech development

· For a given level of development of children's speech, the presence of detailed phrasal speech with pronounced elements of underdevelopment of vocabulary, grammar and phonetics is characteristic. It is typical to use simple common sentences as well as some types of complex sentences. The structure of sentences can be broken by omission or permutations.

General speech underdevelopment in children with normal hearing and preserved intelligence is a specific manifestation of a speech anomaly, in which the formation of the main components of the speech system is impaired or lags behind the norm: vocabulary, grammar, phonetics. At the same time, deviations in the semantic and pronunciation aspects of speech are typical. Speech impairment in preschoolers can vary from a complete lack of common speech to the presence of detailed speech with pronounced manifestations of lexical-grammatical and phonetic-phonemic underdevelopment. In accordance with this, a conditional division into levels of development is accepted, at which the common is a significant lag in the appearance of active speech, limited vocabulary, agrammatism, lack of sound pronunciation and phonemic perception. The severity of these deviations is very different.

The main contingent of preschoolers in groups with OHP has levels II and III of speech development.

The II level of speech development of children is characterized by the beginnings of common speech. Children use simple or distorted phrases in communication, they have an everyday vocabulary (mostly passive). In their speech, the names of objects, actions, and individual signs are differentiated. At this level, it is possible to use pronouns, conjunctions, some prepositions in their elementary meanings. Children can answer questions, talk on a picture, talk about the family, about the events of the life around them.

Here is a typical story of a child with general speech underdevelopment.

Dumb sima. Ipai sec. Sec goes, sec, delieva. Soy melts to Sinu and to sled. (Winter has come. Snow has fallen. It is snowing, snowing, trees. Zoya is rolling Zina on a sled).

Analysis of children's utterances and comparison with the pace and quality of speech acquisition by children without developmental disabilities convincingly show the presence of a pronounced underdevelopment of speech. Children use sentences of simple construction, consisting of two or three, rarely four words. Vocabulary lags behind the age norm. This is manifested in ignorance of many words, denoting, for example, the names of various parts of the body (torso, elbow, shoulders, neck, etc.), the names of animals and their young (donkey, wolf, turtle, giraffe, pig, foal, etc.). etc.), names of various professions (ballerina, cook, singer, pilot, captain, chauffeur), pieces of furniture (cot, stool, bench), etc.

Characteristics of the speech development of a child with the first level of OHP.

The first level of speech development is characterized by a complete or almost complete absence of verbal means of communication. The dictionary consists of onomatopoeia and sound complexes. These sound complexes, accompanied by gestures, are formed by the children themselves and are not understandable to others. By its sound, babbling speech consists of elements similar to words, and not similar sound combinations. They can use common words, but in relation to only one situation. There is almost no differentiated designation of objects. Children call the same object differently in different situations. Action names are replaced with item names. The phrase is almost not owned. Only a few have babbling suggestions. The story is composed of individual words. In speech, only specific nouns. The passive vocabulary is broader than the active vocabulary. However, speech comprehension is mostly situational. Words are roots without endings. They hardly understand the grammatical changes of the word. They don't understand prepositions. For understanding speech, only lexical meaning plays a role, grammatical forms are not taken into account. Mixing the meanings of words that have a similar sound (village-trees). The inconsistent nature of the sound design of the same words. Pronunciation of individual sounds is devoid of constant articulation. Monosyllabic or two-syllable words prevail.

Characteristics of the speech development of a child with the second level of OHP.

OHP is a form of speech anomaly in children with normal hearing and primary intact intellect, in which the formation of all components of the speech system related to both the sound and semantic aspects of speech is impaired.
With OHR, its late onset, poor vocabulary, agrammatism, defects in pronunciation and phoneme formation are noted.
Communication at the second level is carried out with the help of fairly constant, albeit very grammatically and phonetically distorted words.
The stock of common words is higher than the first one. There are words for objects, actions, and sometimes qualities. Children use personal pronouns, occasionally simple pretexts and conjunctions. There is an opportunity not to fully tell about familiar events, about yourself, about your family. However, ignorance of many words, incorrect pronunciation of sounds, violation of the structure of the word, agrammatism are revealed, although the meaning of what was told can be understood even outside the visual situation. Sometimes children use gestures to explain words. The name of some actions is replaced by the names of the items to which the action is directed. Often, words are replaced by the names of similar objects with the addition of a not particle. Nouns are used in the nominative case, verbs in the infinitive, and they do not agree. Nouns are not found in indirect cases, although sometimes it happens by chance that children try to change a noun, but they do it incorrectly. Changing nouns by numbers is agrammatical. Past and present verbs are confused. There are singular and plural substitutions. Mixing masculine and feminine past tense verbs. The neuter gender is not used. Adjectives are used very rarely, do not agree. Unions and particles are almost never used. Prepositions are often left out or used incorrectly. Children understand the distinction of some grammatical forms. Understand singular. Number, husband-wife, past tense. Understanding of the forms of the adjective is not formed. Word formation methods are not used. The number of correctly pronounced sounds is 16-20. Violated - all front-lingual, b, e, d. Substitutions for hard ones with soft ones and vice versa. Difficulties in reproducing the syllable structure of disyllabic words with a confluence, with an inverse syllable. Permutations in three-syllable words.

Characteristics of the speech development of a child with the third level of OHP.

OHP is a form of speech anomaly in children with normal hearing and primary intact intellect, in which the formation of all components of the speech system related to both the sound and semantic aspects of speech is impaired.
With OHR, its late onset, poor vocabulary, agrammatism, defects in pronunciation and phoneme formation are noted.
Everyday speech turns out to be more or less detailed, there are only isolated gaps in the development of phonetics, vocabulary, grammar. If it is necessary to construct complex sentences expressing a chain of events, children experience great difficulty. Spatial-temporal and cause-and-effect relationships in sentences are not formed. Ignorance and inaccurate use of some words, inability to change and form words. Sometimes words are replaced by similar ones in sound composition. Children, not knowing the word, replace it with a similar one in meaning (sofa - chair). The same thing happens with the names of the actions (plan-clean). Sometimes children resort to explaining words. In a changed situation, an inaccurate selection of words occurs. Qualitative adjectives are used, denoting directly perceived signs. Relative and possessive adjectives are used only for familiar relationships (mother's bag). Simple pretexts are often used to express spatial meanings. The same preposition can be pronounced and omitted in different sentences. Temporary and causal relationships are not expressed by pretexts. A large number of inflectional changes are noted, as a result of which the syntactic connection is broken. Mixing the endings of masculine and feminine nouns, replacing the neuter with feminine. Erroneous stresses in words, nondiscrimination of the type of verbs (sat down until the rain stopped), mistakes in prepositional and prepositional control, incorrect coordination of nouns and adjectives. Only occasionally do errors arise in understanding the forms of number, gender, time, and cases. The understanding of the shades of meanings of words, expressions that reflect causal, temporal, spatial and other relationships is more often affected. significant difficulties in distinguishing between phonemes belonging only to related groups. Permutations of syllables, gaps in complex and unfamiliar words are still noted.

Characteristics of speech development in children with OHP level 4.

The 4th level of OHP is an indistinct OHP (available in the book "Theory and Practice ..." by Levina). Children of this level have a violation of sound pronunciation in any one group. Children have 4 levels of replacement of sounds similar in sound.
The syllable structure does not have gross violations as in the 3rd level. No perseverations. Only in rare cases (for example, in difficult long words)
Dictionary. If you do not specifically study, then violations are not visible. The child builds a phrase well, but does not fully understand the meaning of words. Problems of inflection and word formation (especially of possessive adjectives). In the construction of the phrase there is an error.

ZTasks and content of speech therapy work with children who have 1 level of OHP.

Levin. Two main tasks:
- the development of specific ideas about the world around, about objects and phenomena that the child constantly encounters in everyday life.
- development of understanding of those words and expressions that reflect the reality familiar to children, their activities in the family.
Drawing, modeling, excursions are used to get acquainted with the surrounding world. These activities contribute to the formation of connections between the subject and the image. Speech exercises are combined with musical and rhythmic lessons, visual activity. In the process of activity with objects, the vocabulary is refined and accumulated in children, an understanding of various forms and turns of colloquial speech develops, and primary verbal generalizations are formed. Tasks that require the child to show something should be aimed at objects that the child sees. Gradually, the task becomes more difficult and the child is given tasks about objects that he does not see. Children are taught to distinguish between words that are similar in sound, but different in meaning (the doll Vova and Vava, the dog Abba). The same work is done with the verbs: carries, carries, digs, rolls. Multiple prefixed verbs (fasten-unbutton) are explained to children in pairs in the process of activity. It is necessary to stimulate the need for active speech. It is necessary to teach children the words typical of the address: give, thank you, please. To understand the meanings of verbs, children perform this action in different situations. The children are shown the difference between the accusative and immentative cases. For the development of the vocabulary of adjectives: children are shown similar objects that differ in one feature, and then different objects are used to compare them according to one or another feature. Children are encouraged to use the phrase: an object and its action. A large place is given to the differentiation of understanding of interrogative words. When teaching children to ask questions, special conditions are created. (someone asks: give it back, and the child should ask: to whom). Gradually move on to dialogical speech.
Traugott believes that non-speaking children need to be taught to listen and understand fairy tales; she also believes that at this stage it is necessary to develop elementary everyday speech and put the missing sounds. To develop understanding of speech, the author offers two methods of work: the execution by children of detailed instructions of the teacher, the telling and reading of fairy tales and stories to children. The author believes that for the development of independent speech, it is useful to use games that include exclamations and separate words. The speech in the game is available to the child.
Grinshpun suggests at this stage to differentiate the understanding of verbs in the imperative mood and in the first person: go, go. The author pays special attention to the development of coherent speech.

Tasks and content of speech therapy work with children who have the second level of OHP.

Intensive work is underway to develop understanding of speech, while the task is to activate the vocabulary and practical mastery of the most simple forms of inflection. Expansion of the passive vocabulary based on familiarity with the outside world. The development of elementary forms of oral speech, the ability to correctly name objects, actions and their signs, make a request, briefly report something about yourself, ask a simple question. The material for the development of speech is the surrounding reality, the study of which takes place in the system of studying certain topics. Topics: kindergarten, objects of activity, seasonal changes in nature, wild and domestic animals, birds, personal hygiene rules, getting to know the street, talking about family, holidays, etc. for each of the outlined topics, the refinement and accumulation of concepts continues, the subject relatedness of the word is formed. Children learn to distinguish objects by their purpose, color, shape, temperature. In this regard, adjectives, adverbs expressing spatial meanings (far, close, high) are learned. There is an assimilation of some simple prepositions (in, on, under). At the same time, personal pronouns in the singular and plural and possessive pronouns are acquired. For the accumulation of vocabulary and the development of independent speech, excursions, work, thematic games, games with toys and pictures, drawing, modeling, and making paper crafts are used. At the same time, the teacher and speech therapist draw attention to speech by reading poems and fairy tales. Classes should be feasible and emotionally charged. Lotto games are used when a speech therapist describes an object, and children name the object and show a picture. Based on the impressions of the excursion, it is good to make drawings, to which the speech therapist then asks questions. Children are taught to answer questions in the following sequence: questions that clarify the position of objects in space (where, where); questions requiring the establishment of belonging to a person (from whom? Whose?); questions requiring comparison of items (similar? Identical?) and quantities (how many? Many?); questions requiring an assessment of the action and clarification of the time and season (how? When?). Draw attention to grammatical forms and teach children to use them. Distinguishing between masculine and feminine gender (masculine ending - zero, feminine - ending in a). the use of pronouns my - mine, he - she, with the numerals one - one. The verbs of the first and third person singular, the imperative mood are assimilated (I write, he writes, put it down). The endings of the accusative and instrumental cases are mastered. Drawing up sentences with the indicated cases. Further, sentences are spread by adjectives in the nominative case. The assimilation of diminutive forms of nouns. Learning to use different prefixed verbs.
As a result, children must:
- give your name, surname, your friends, name and patronymic of speech therapist
- be able to make a request using the words thank you, please
- tell about your activities (made, painted)
- name familiar objects in units. and plural, singular verbs and many numbers, past and present tense
- name the characteristic features of objects by color, shape, size, purpose, taste, temperature.
- characterize the action using adverbs
- be able to answer questions with uncommon sentences, using the instrumental and accusative cases, correctly coordinate words.
Grinshpun indicates that at this stage it is necessary to form the prepositional case (where?).

Tasks and content of speech therapy work with children who have the third level of OHP.

At this stage of training, the development of coherent speech can be put forward as the main task on the basis of expanding the vocabulary, practical mastering of the forms of inflection and methods of word formation, various types of phrases and sentences. The gradually expanding knowledge of the world around us in accordance with the topic serves as the basis for organizing speaking classes. Children observe the phenomena of nature, acquaintance with the work of people, with the life of animals and birds, with some sports and games at different times of the year. Then, in connection with these topics, the species of trees, shrubs, wildflowers, mushrooms, berries, and some vegetables are studied. Children are taught to group objects by situation, by purpose, by signs. Intensive work is underway to develop auditory perception and correct sound pronunciation. Stories are compiled based on plot pictures and their series. Explanatory reading of stories and fairy tales. Working with deformed word and text. Supplementing the story with a self-invented ending. Children are taught to distinguish the main and the secondary in each phenomenon, to understand the cause and logic of the phenomenon. The dictionary expands with words denoting temporary concepts: yesterday, today, morning, year, month. Assimilation of generalizing words. Acquisition of adverbs that characterize actions (quickly). Children learn the same root words.
Inflection order:
- the formation of masculine nouns with suffixes ok, ik.
- the formation of different prefixed verbs
- the formation of nouns with the suffix –к.
- the formation of nouns with the suffixes onok, enok.
- the formation of feminine nouns with suffixes ochk, echk.
- the formation of the comparative degree of adjectives
- comparative degree of adverbs
- adjectives with the suffix ov (oak)
- adjectives with the n suffix - winter, forest, lemon.
Assimilation of prepositions in, on, under, for, about, with, with, from, through.
First, teaching a descriptive story, then using a plot picture with finding a logical connection. Learning complex sentences.
parts of subjects are studied.

Tasks and content of speech therapy work with children who have 1 level OHP .

Tasks:
- to form the ability to correlate the child's primary ideas about objects with certain words.
- stimulation of the actual speech activity in the emotional situation of the game
- development of precise and directed movements of both hands.
- education of auditory attention
- development of understanding of verb names
- the formation of the ability to correlate a specific object with the image in the picture.
- development of visual attention
- education of the ability to "hide"
- the development of the ability to perform a display action and instructions.
- teach to perform different actions with one subject.
- stimulate the use of index words in response to a question.
- to consolidate the ability to distinguish between singular and plural forms in the speech of adults;
- development of speech and auditory memory.

Literature:

Chirkina G.V. Programs of preschool educational institutions of a compensatory type for children with speech impairments. - M .: Education, 2009.