"On the way to the ABC". Synopsis of the lesson in the senior group “Sound. Speech therapy project "on the way to the alphabet" On the way to the alphabet
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to the program of the course "On the way to the alphabet"
The additional educational program for the development of speech and preparation for teaching literacy "On the way to the ABC" has a cultural orientation and is based on the state program "Development of speech and preparation for teaching literacy" proposed by R.N. Buneev, E.V. Buneeva, T.R. Acid for preschool preparation,in accordance with the requirements:
Federal State Educational Standard for Primary general education Federal law Russian Federation dated December 29, 2012 No. 273 FZ "On Education in the Russian Federation"
Order of the Ministry of Education of the Russian Federation dated 29.08.2013 No. 1008 "On approval of the procedure for organizing and implementing educational activities for additional general education programs»
Development concepts additional education children in the Russian Federation until 2020.
Resolutions of the Chief State Sanitary Doctor of the Russian Federation dated 04.07. 2014 No. 41 "On approval of SanPiN 2.4.4.3172-14" Sanitary and epidemiological requirements for the device, content and organization of the operating mode educational organizations additional education for children.
The program reflects modern scientific views on the ways of organizing developmental education, provides a solution to the problem of intellectual and personal development of children, the formation of their cognitive interests and creative thinking, contributes to the preservation and support of their health.
Basicaim training on this program is work on the sound culture of the speech of children, and the main content is the sound-syllabic analysis of words. A feature of the program is the use of elements of speech therapy for children preschool age, the purpose of which is to prevent errors in reading and writing. Work on sound-syllabic analysis of words is combined with work on the development of speech.
For speech development older preschoolers are characterized by a rich vocabulary, which continues to expand, including through passive vocabulary. For most children, the formation of the grammatical structure of speech is completed, and children begin to gradually master the grammar of the text (use the means of communication between sentences in speech; when composing their own text, they formalize it with an introductory and final sentence).
The role of the teacher is to create situations of active speaking, communication, mastering speech patterns. Particular attention is paid to the development of phonemic hearing and correct sound pronunciation.
Classes are built in an entertaining game form using speech games, which allows children to successfully master sound analysis, with interest to observe the features of words and their use in speech. Educational material served in comparison, juxtaposition and encourages children to constantly reason, analyze, draw their own conclusions, learn to justify them, choose the right solution among various answer options. Thus, the mainvalue , the basis of all learning activities – creative thinking a child, on the basis of which a system of knowledge about the language is gradually formed and the need for language proficiency, speech improvement is formed.
Tasks:
1. Formation of motivation for learning and interest in the learning process itself.
2. Development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, substantiate their judgments.
3. Development of general educational skills: the ability to work in a team, interact, bring what has been started to the end; work attentively, with concentration, plan and control your actions.
4. Teaching sound-syllabic analysis of words.
5. Enrichment of active, passive, potential vocabulary.
6. Development of the grammatical structure of speech.
7. Development of coherent speech skills based on the child's speech experience.
8. Development of phonemic hearing, improvement of the sound culture of children's speech.
Novelty given work program defined by the federal state education standard. Distinctive features are:
1. Determination of the types of organization of students' activities aimed at achieving personal, metasubject and subject results of mastering the course.
2. The implementation of the program is based on values and educational results.
The main form of classes is classes with a small group of children.
Classes are conducted in a playful way, which is mandatory for classes with preschoolers. At the same time, the widespread involvement of game elements should not diminish the teaching, developing, educating role of classes.
In the selection of material for classes, guidelines are provided for communication with the program material in the following subjects: Russian, the world around us.
Studying under this program, students will show an independent desire to expand their horizons.
The additional educational program for the development of speech and preparation for teaching literacy "On the way to the ABC" has a cultural orientation.
The following technologies are used in training: technology of developing education; technology of individualization of training; personality-oriented technology; competence and activity approach.
Thus, fundamentallyThe first task of the proposed course is, namely, the development of a cultural orientation anddevelopment by knowing educational abilities, general educational skills and abilities .
Content selection principles
The principle of harmonious education of the individual;
The principle of gradualness and consistency
Success principle;
The principle of proportionality of the load to the level and state of health of maintaining the health of the child;
Principle creative development;
Accessibility principle;
The principle of focusing on the characteristics and abilities - the conformity of the nature of the child;
The principle of an individual approach;
The principle of practical orientation.
When implementing the program, the following forms and methods are used:
Basic teaching methods:
conversation;
the game;
practical work;
Age of children enrolled in the program"On the way to the ABC" is 5.5 - 6.5 years.
The main features of this age are that a new social situation development, the leading activity is play, during which preschoolers master other types of activity. In addition, at this age, important neoplasms appear in the mental and personal spheres, an intense intellectual development the child's readiness to learn at school is formed.
Recruitment for classes according to the course program"On the way to the ABC"takes place in accordance with the requirements of local acts of the MAOU Secondary School No. 56 for the provision of paid educational services.
Predicted Results
As a result of the forms and methods of work used, using the declared principles of teaching, relying on knowledge psychological characteristics preschool students, training according to the course program"On the way to the ABC"will contribute to their development and the formation of a cultural orientation.
Personal, metasubject and subject results of mastering the course
Personal results studying the course is the formation of the following skills:
- define andexpress under the guidance of a teacher, the simplest rules of behavior common for all people in cooperation (ethical standards).
In the situations of communication and cooperation proposed by the teacher, relying on common for all simple rules behavior,to make a choice , with the support of other group members and the teacher, how to proceed.
Metasubject results studying the course are the formation of the following universal training activities(UUD).
Regulatory UUD:
-determine andformulate the purpose of the activity with the help of the teacher.
-speak the sequence of actions.
Studyexpress your assumption (version) based on the work with the illustration of the workbook.
Studywork according to the plan suggested by the teacher.
Studydiffer right, completed task, from wrong.
Learn with the teacher and other studentsto give emotionalappraisal activities of comrades.
Cognitive UUD:
Navigate in your knowledge system:differ new from already known with the help of a teacher.
Get new knowledge:find the answers to questions, using the teaching and learning method "On the way to the ABC", their life experience and information received from the teacher.
Process the information received:draw conclusions as a result of the joint work of the whole group.
Process the information received:compare andgroup various sounds and items.
Convert information from one form to another: compose syllables, words, sentences, texts based on pictures, diagrams);
Communicative UUD:
Communicate your position to others:make out my thought in oral speech(at the level of one sentence or small text).
WITHsuck andunderstand the speech of others.
Jointly agree on and follow the rules of communication and behavior at school.
Learn to play different roles in the group (leader, performer, critic).
Subject results of studying the course "On the way to the ABC"are the formation of the following skills
Expanding the horizons of preschoolers in the field of sound - letter analysis words;
Describe the signs of objects and recognize objects by their signs;
Highlight the essential features of objects;
Compare objects, phenomena with each other;
Generalize, make simple conclusions;
Classify phenomena, objects;
Determine the sequence of events;
Judge opposite phenomena;
Give definitions to certain concepts;
Identify functional relationships between concepts;
Identify patterns and draw analogies.
Mechanism for evaluating predicted results
The main assessment mechanisms for predicting results is testing (input and final control).
Forms of summing up the results of the implementation of the additional general education program
Testing in the form of games: "Russell the sounds", "find the place for the sound", "find the lost letter"
Organizationally - pedagogical conditions for the implementation of the program
Improving the effectiveness of educational activitiesstudy course "On the way to the ABC" the organizational conditions for conducting these classes contribute. Namely:
light and airy classroom;
chairs and desks appropriate for the height of children;
magnets;
chair and table for the teacher;
educational-methodical set of authors R. N. Buneev, E. V. Buneeva, T. R. Kislova "On the way to the ABC" (part 3.4).
the use of multimedia teaching aids, which contributes to an increase in interest in classes, the program is drawn up on the basis of regulatory and legal requirements for training, using modern scientific and methodological approaches to education and in compliance with the requirements for the social and psychological conditions of the organization of the educational process.
small number of groups (up to 12 people),
Number of hours by year of study
The program of this course is designed for one year of study (1 hour per week).Classes are held for 30 minutes.
The total number of hours allocated for the implementation of the Program
The program is designed for36 hours
on the course "On the way to the ABC"
(speech development and preparation for literacy training)
Name of sections, topics
Number of hours
Lexical and grammatical work
3
Development of coherent speech
5
Development of sound culture of speech and phonemic hearing
20
Teaching sound-syllabic analysis
8
Total:
36
Educational-thematic
planning the course "On the way to the ABC"
(speech development and preparation for literacy training)
p / p
Lesson topic
Number of hours
Sounds and letters. The concept of "sound"; organs of articulation, ways of pronouncing sound.
The words. Sounds. Highlight sound at the beginning, end and middle of a word.
Sound [A]. Acquaintance with the organs of articulation, methods of pronouncing sound, its conventional designation.
Sound [Oh]. Training in answering questions.
Sound [E]. Differentiation of the concept of "sound" and "letter".
Sound [And]. Answering questions, identifying logical inconsistencies in a drawing or story.
Sound [S]. Highlighting sound at the end and middle of a word.
Sound [I] - [S]. Changing words by replacing the sound.
Sound [U]. Construction of phrases and sentences. Acoustic characteristics, highlighting vowel sounds in a word.
Sound [M]. The concept of "syllable" sound analysis syllables. Acquaintance with the classification of sounds: hard and soft consonants. Sound [M "]
Sound [H]. Correlation of letters and sounds. Vowels and consonants. Sound [H "]. Composing syllables using conventional sound symbols.
Sound [P]. Learning to compose a story based on a plot picture. Sound [P "]. The selection of hard and soft consonants in the word.
Sound [T]. Drawing up a story-description. Sound [T "]." Reading "and composition of syllables and words using conventional symbols.
Sound [K]. Acoustic characteristics, selection of consonants in a word. Sound [K "]. Isolation of hard and soft, voiced and voiceless consonants in the word.
Sound [X]. Watching over ambiguous words in speech. Sound [X "]. Determination of the position of sound in a word.
Sounds [K] - [X], [K "] - [X"]. Enriching the vocabulary of children.
Sound [F]. Learning to compose a story based on a plot picture. Sound [Ф "]. Consecutive transformation of a word into other words by repeatedly changing its sound and syllable composition.
Sound [Y "]. Determination of the position of sound in a word.
Double sounds. Sound [Y "O]. Correlation of letters and sounds. Sounds [Y" U]. Sound analysis of syllables and words.
Sounds [Y "A]. Sound analysis of syllables and words. Sounds [Y" E]. Detailed retelling of the text based on visual support.
Sounds [Y "E], [Y" O], [Y "U], [Y" A]. Correlation of letters and sounds.
Sound [L]. Changing words by replacing, rearranging sounds or syllables. Sound [L "]. Changing words by adding, excluding sounds. Sounds [L] - [Y"]. Restoration of a broken sequence of sounds or syllables in the structure of a word.
Sounds [B] and [B "]. Teaching dialogue speech. Voiced and voiceless consonants. Sounds [B] - [F], [B"] - [F "].
Sound [H "]. Learning to compose sentences, construct phrases. Sound [U"]. Learning to spread sentences, add missing words.
Sounds [Ч "] - [Щ"]. Drawing up a story based on a series of pictures.
Sounds [B] - [B "]. Drawing up direct and reverse syllables... Sounds [B] - [P], [B "] - [P"]. Isolation of hard and soft, voiced and voiceless consonants in the word.
Sounds [D] - [D "]. Composing a word from the studied sounds and syllables. Sounds [D] - [T], [D"] - [T "]. Classification of sounds: voiced and voiceless, soft and hard consonants.
Sound [S]. Participation in the dialogue. Sound [C "]. The use of new words in speech. Sound [C]." Reading "and composing syllables and words using conventional symbols. Sounds [C] - [C], [C] - [H"]. Learning detailed I will retell the text.
Sounds [G] - [G "]. Composing words for a given number of syllables. Sounds [G] - [K], [G"] - [K "].
Sound [Z]. Restoration of the broken sequence of syllables in the structure of the word. Compilation of syllables and words. Sound [Z "]. Construction of phrases.
Ambiguous words. Sound classification: sibilant consonants [З] - [С], [З "] - [С"].
Sound [Sh]. Sound analysis of the composition of syllables and words. Sounds [Ш] - [С], [Ш] - [Щ "]. Revealing differences in the sound (syllable) composition of two words.
Sound [F]. Expansion of vocabulary. Sound classification: hissing consonants [Ж] - [З], [Ж] - [Ш].
Sound [R]. Learning to compose a story based on a series of pictures. Sound [R "]." Reading "and composition of syllables and words using conventional symbols.
Sounds [R] - [L], [R "] - [L"]. Revealing differences in the sound (syllable) composition of two words.
Country ABC (generalizing lesson). Enrichment of vocabulary.
Total:
36 hours
Content of the course program "On the way to the ABC"
(speech development and preparation for literacy training)
Lexical and grammatical work (3 hours):
enrichment of the vocabulary of children; observation of ambiguous words in speech;
the use of new words in their own speech (construction of phrases and sentences).
Coherent speech development (5 hours):
answers to questions, participation in the dialogue;
detailed retelling of the text based on visual support;
drawing up a story description, a story based on a plot picture, according to a series of pictures.
Development of sound culture of speech and phonemic hearing (20 hours):
acquaintance with the organs of articulation, methods of pronouncing sound, its conventional designation;
acquaintance with the classification of sounds: consonants and vowels; hard and soft, voiced and voiceless consonants;
highlighting the sound at the beginning, end and middle of the word, determining the position of the sound in the word;
highlighting vowels, consonants, hard, soft, voiced, voiceless consonants in a word;
"Reading" and composing syllables and words using conventional sound symbols.
Teaching sound-syllabic analysis (8 hours):
sound analysis of the composition of syllables and words;
differentiation of the concepts "sound" and "letter";
correlation of letters and sounds.
As a result of work on the course program, childrenmust :
construct phrases and sentences, including with new words;
answer the teacher's questions;
retell the text in detail using visual support;
compose an oral story based on a picture, a series of plot pictures;
highlight the sound at the beginning of a word;
distinguish between sounds and letters;
recognize and name the letters of the Russian alphabet;
connect sounds and syllables.
The main forms of education: group, steam room, individual.
Basic teaching methods:
conversation;
the game;
practical work;
collective, paired and individual research.
NSproblem-situational teaching methods
Evaluation materials
Test
Target: assessment of the level of speech developmentchild, determining whether it matchesage norms.
Test algorithm:
Explain to your childtask, give him the opportunity to complete iton one's own. If the child is at a loss, help him.Be sure to praise him for his diligence, even if younot very happy with the result.
At the bottom of each quest, you will findan asterisk to be painted in a specific color.
red - the child coped with the taskon one's own;
green - the child coped with the task with the help
an adult;
blue - the child did not cope with the task.
At the end of each topic, count the number of starsdifferent colors to compare results over time.
By the age of seven, a child should:
be able to compare objects on your ownamong themselves, to name several significantsigns of similarity and difference;
composing a coherent story on your own is notless than 6-7 sentences;
compose stories from personal experience;
change words, forming new ones;
retell short stories;
expressively perform poems,intonationally diversely transmit them independing on the content;
use difficult forms correctlyfamiliar words;
use antonyms in speech (words withopposite meaning)
guess riddles, understand figurativeexpressions.
Bibliography
1.Federal state educational standard of primary general education,
2.Federal Law of the Russian Federation of December 29, 2012 No. 273 FZ "On Education in the Russian Federation"
3.Order of the Ministry of Education of the Russian Federation dated 29.08.2013 No. 1008 "On approval of the procedure for organizing and implementing educational activities for additional general education programs"
4. Concept for the development of additional education for children in the Russian Federation until 2020.
5. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated 04.07. 2014 № 41 "On approval of SanPiN 2.4.4.3172-14" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of educational institutions of additional education for children.
6. Educational-methodical set of authors R. N. Buneev, E. V. Buneeva, T. R. Kislova "On the way to the ABC" (part 3.4).
Other books by the author:
| Book | Description | Year | Price | Book type |
|---|---|---|---|---|
| paper book | ||||
| This manual is addressed to preschool children who can read. The main purpose of the book is to foster interest in reading, improve its quality, and improve reading comprehension. In the manual ... - Exam, Preschool education. Play and read | paper book | |||
| On the way to the ABC. Tutorial. Speech development of preschool children (6-7 (8) years old). Part 5 | Tutorial 5 parts are intended for the speech development of children 6-7 (8) years old (for classes with a speech therapist). It is an integral part of the educational complex "On the way to the ABC" for preschool children and ... - Balass, Educational system "School 2100". Program "Kindergarten 2100" | paper book |
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Natalia Vnukova
Target classes:
Goals: expanding the understanding of sound [Ts], about the participation of the organs of articulation in his pronunciation; increased focus on sound and syllabic composition of words, the ability to compare words by sound and syllable composition; the development of consolidating the idea of the meaningful and distinctive role of phonemes; development of phonemic hearing and phonemic perception, the ability to produce complex sound and syllabic analysis of words, transform words by adding, excluding, replacing and rearranging sounds and syllables; enrichment of vocabulary, consolidation of the ability to select lexical material for a given scheme; development of grammatical structure, coherent speech, thinking, memory, perception, interest in acquiring new knowledge and skills.
Equipment:Toy Heroes: Hedgehog, Fox Cub and Wise Owl, designation sound [D], pictures on sound [D].
Materials (edit): Workbook "By the road to the ABC» ... Speech development aid for children. Part 4 (6-7 years old)... R.N.Buneev, E.V.Buneeva, T.R.Kislova.
Colour pencils. Cashbox sound designations for each child.
The course of the lesson.
I. REPEAT (development of coherent speech).
- What is the difference sounds [S] and [S ’]?
- What letter are they designated?
- How the letters differ from sounds?
- How did the Hedgehog fix the carousel?
II. The story about the Hedgehog, the Fox and the Wise Owl. (sound culture of speech)
The toys were so merry and laughing while riding the merry-go-round that they did not notice how the horse approached them. "Why aren't you in the circus?" she asked them. From the surprise, our friends were so confused that they could not find an answer to her. “Today there is a great show in the circus,” the horse continued. - Sit on me. I'll take you. " (See illustration on page 30)
By road a new friend said that she works in a circus and her name is the Queen. "Are you the wife of the king?"- asked the Fox. “Not at all,” the Horse laughed. "They gave me that nickname because I have a small speck on my forehead in the shape of a crown." The Tsarina also said that other animals work with her in the circus. Many have cubs this spring. When they grow up, they will also become circus performers, like their dads and mothers. In the meantime, they are still small, so a special circus kindergarten was opened for them.
"Ouch! Something I completely blabbed, - exclaimed the Queen. - You and I may not be in time by the end of the performance! " She advised her riders to hold on tight and rushed at full speed.
"Clink - clink - clink - clink!"- knocked on the path of her hooves, with every step bringing our friends closer to the circus - a fabulous palace of miracles.
- Which soundheard at the beginning of words: queen, king, circus?
- Today we will talk about sound [Ts].
1) - The picture, which depicts the Queen's horse clinking, means sound [D]... How the tongue moves while pronouncing this sound?
- Show in the picture sound [D], tell us what he is. (Consent, deaf, hard.)
- Lay out with sound designations syllables: YATs - AC - CA, EC - EC - TSE, YOC - OTs - CO, etc.,
The words: CHICKEN, SINGER.
- Find a house on the city map sound[C] and move the arrow to it.
2) Working with a drawing (p. 31).
- What color is indicated sound [D]? Why?
- Determine which part of the word is heard sound [D], and paint over the corresponding cells in blue.
3) Working with a drawing (p. 30).
- Name the cubs of the circus kindergarten.
- Name the mothers of these cubs and mark with a circle those of them whose names are pronounced with sound [Ts].
- Who is the lion cub's mother? (Lioness.)
- This word has sound [D]? (Yes.)
- Draw a blue circle next to the lion cub.
So with the help of a teacher, and then on their own, children draw circles next to a lamb, a bear cub, a tiger cub and a chicken.
4) Physical education.
Clink, clink, clink, clink,
I am a horse, gray side!
I knock with hooves
If you want to pump it.
We will ride roads
Now with a gait, now at a gallop,
Let's scare in the meadow
Let's rest on the shore.
(Children alternately stomp their feet (hands on the belt, then run in a circle with side steps. Then they stop, bend forward, as if grazing, at the end they squat down, resting.)
5) Working with a drawing (p. 31).
- How can you call everything that is shown in the pictures in one word? (Products.)
- Name the dishes in which these products are served. If the name of the dish does not contain sound [D], cross out this product.
- What is sugar served in? (In the sugar bowl.)
- This word has sound [D]?
(No.)
- What is the butter served in? (In the oil can.)
- This word has sound [D]? (No.)
- Do I need to cross out this picture? (Necessary.) Etc.
6) Change the word so that it appears sound [D]:
a) word (word, letter (letter, window (window, bottom (bottom, dish, dress, water, girl, blizzard);
b) teacher (teacher, educator (educator, artist, master, dancer, student, guide, reader);
c) swims (swimmer, sings (singer, forges; cunning, wise, skillful, daring, stupid, young.
7) Working with a drawing (p. 31).
- This is a letter "Tse"... Which the sound it denotes?
- How do you shade this letter?
- What letters does Ts look like and how does it differ from them?
Heron, standing on the porch,
Explains the letter C:
- Come on, Chicken Chicken.
Repeat: chick-chick-chick.
If you learn a lesson
I will give you a flower.
(G. Sapgir)
- Turn that letter C into a heron.
- Read the syllables.
- What did you learn about sound [Ts]? What letter is it designated and how does it differ from it?
- Name the words with sound [Ts].
Literature: "By the road to the ABC". Guidelines for educators, speech therapists, teachers and parents to parts 3 and 4 / Under the scientific editorship of RN Buneev, EV Buneeva.
Section I: Information part
Project passport
Section II: Substantive part of the project
1. Project annotation
This project is supposed to be implemented in four stages:
Stage II - organizational and design second week of September 2016
A child's readiness to learn to read and write consists of many components, among which the initial importance is given to such speech characteristics as developed speech hearing, clear articulation of sounds native language, knowledge of visual images of letters and the ability to correlate sound with a letter. Also, literacy training is of a general developmental nature, contributes to the development of an active mental activity, efficiency, moral-volitional and aesthetic qualities of the individual.
This project is aimed at providing correctional and developmental speech therapy assistance to children. The project is designed for children from 6 to 7 years old attending a preschool institution.
Children of the preparatory group of compensatory orientation, their parents and teachers were invited to participate in the project. preschool... This project is long-term and is designed for one year of study.
Preschoolers are little dreamers and discoverers. They create the world around. Their findings and discoveries, by the nature of their search and manifestation of initiative, are quite comparable with the creative achievements of adults. Our project involves the disclosure of creative possibilities and the manifestation of initiative and cognitive activity not only for children, but also for parents.
The material presented in the project has a general educational focus, which makes it possible to use it in teaching children, both with speech disorders and with normal speech development.
2. Relevance of the topic and the problem to be solved by the project
V last years an increase in the number of children with various learning difficulties in primary school... Violation problem written speech among schoolchildren - one of the most relevant for school education as writing and reading from learning objectives turns for students into a means of further learning.
Therefore, purposeful work on the prevention of reading and writing disorders should be carried out at an older preschool age. Prevention of written speech disorders is one of the topical areas correctional work in the system of special preschool education.
Children with General underdevelopment speech is at risk for dysgraphia and dyslexia. Writing and reading disorders are the most common cause of school failure and maladjustment.
Psychophysiological prerequisites for mastering writing and reading in ontogenesis are formed long before the beginning of literacy training.
The relevance of the prevention of dysgraphia in preschoolers with OHP is the earliest, targeted correction of speech and mental development preschoolers, ensuring the readiness of children to learn to read and write and school adaptation in general, prevention of secondary deviations in the development of an abnormal child. Considering that in children with OHP, the formation of all components of the speech system is complexly impaired: sound pronunciation, sound-syllable structure of words, phonemic processes, language analysis and synthesis, lack of formation of monologue coherent speech, lexical and grammatical structure of speech, visual gnosis, optical-spatial praxis, memory, attention, motor function, thinking. Underdevelopment takes place cognitive activities and, accordingly, speech and non-speech prerequisites for mastering writing have not been formed. In this regard, speech therapy work on the prevention of dysgraphia in a speech therapy group in a kindergarten should be aimed at the formation of both speech and non-speech mental functions and processes that determine the normal process of mastering writing.
3. Goals and objectives of the project.
Objective of the project- creation and organization of correctional directly organized activities(hereinafter KNOD) based on a group of compensating directivity, providing individual approach to a child with speech pathology and subsequent equal starting opportunities in school.
Project objectives:
- to develop an organizational basis for the creation and functioning of the KNOD group of compensating orientation, to test the organizational - substantive and methodological conditions individual KNOD in the presence of parents.
- ensure continuity between preschool and primary school education;
- introduce the rules school life;
- to develop the skills and abilities necessary for school studies;
- introduce the terms (sound, letter, syllable, sentence, stress);
- enrich vocabulary and develop speech;
- the formation of the grammatical structure of the child's speech;
- take the first steps towards reflection.
Project value:
- creation of conditions for the provision of timely correctional and developmental speech therapy assistance in the conditions of a group of compensatory orientation of the preschool educational institution and changes in the material, technical and didactic equipment of the correctional and educational process of the preschool educational institution.
- assistance to parents of children with disabilities.
- the implementation of innovative activities on the project will allow to generalize the long-term pedagogical experience of a speech therapist, which in turn will contribute to a change in the socio-pedagogical image of a preschool educational institution.
Preparatory (research) part of the project.
The success of building a project implementation mechanism based on the formulated relevance requires the definition of the object and subject of work.
Project object are children with disabilities who attend preparatory group compensating.
Project subject- a set of organizational and developmental measures aimed at increasing the speech abilities of preschoolers and preventing reading and writing disorders.
Research methods- analysis of the environment, questioning, monitoring the needs and capabilities of society, studying the conceptual approaches of the policy of the Moscow Department of Education in the field of preschool education.
A survey of parents of younger and middle groups showed that 100% of parents consider the problem of the development of the child's speech functions important. Of these, they noted that:
- speech disorders make it difficult to communicate with peers in preschool educational institutions - 21%;
- are the cause of future problems in school - 35% of families;
- will interfere with full-fledged communication with people in the future - 44% of respondents.
To overcome difficulties: 72% - consider it advisable to consult and train with preschool specialist; 47% - see problems in the development of their child; at the same time, 40% - do not attach importance to the deficiencies of speech development at this age.
4. Possible risks and ways to overcome them.
In the course of our research, we calculated possible risks and provided ways to overcome them.
| Factors representing opportunities
(favorable factors) of the external environment: |
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Factors posing threats to the OS: |
The low competence of parents in the development and upbringing of a child of early and preschool age leads to a shift in priorities in the upbringing of a child towards early learning rather than child development. |
OA strengths: |
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Weaknesses of the op-amp: |
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Determination of a possible strategy for the implementation of the project:
Harnessing Strengths to Take Advantage of New Opportunities:
- Organize and hold a parent meeting with the provision of survey data for children, identify problems and priority areas for overcoming them.
- To acquaint parents and teachers of the institution with the project, invite them to cooperate.
- Conduct a survey of parents of junior and middle groups of preschool educational institutions through a questionnaire to identify the demand for services within the project.
Compensating for weaknesses through good opportunities:
- KNOD in the presence of parents to provide in the evening from 15.00 to 19.00.
- Conduct consultations for teachers on the implementation of a speech therapy program at a preschool educational institution
- Use the Internet in the development and selection of methodological support for KNOD in the presence of parents.
Harnessing strengths to mitigate threats:
- Study the experience on this issue.
- To organize on the basis of the institution a consultation center for parents with the aim of their pedagogical education
5. Planning of work on the implementation of the project.
Phased project schedule
The project is supposed to be implemented in four stages:
Stage I - preparatory: the first week of September 2016.
Stage II - organizational and design: second week of September 2016
(I and II stages are held in an accelerated mode due to the prepared methodological and practical base).
Stage III - practical: 09/15/2016 - 05/30/2017
Stage IV - analytical: September 2017.
Duration of the project- 8 months.
Directions |
Actions to implement tasks |
Expected results |
Participants in the implementation |
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Stage I - preparatory: the first week of September 2016 |
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Study of the regulatory framework at the regional and federal levels |
Ranging legislative framework on the implementation of activities in the context of the implementation of the Federal State Educational Standard |
Registration of the folder "Regulatory support of preschoolers with disabilities |
Teacher speech therapist |
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Stage II - organizational and design: second week of September 2016 |
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Regulatory support |
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Teacher speech therapist, educational psychologist and teachers working with children |
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Designing the model of the complex remedial classes in a compensatory group for teaching children with disabilities to read and write |
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Complex of correctional classes |
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Software and methodological support |
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A package of documents for each direction: Individual educational route. Prospective scheduling Methodological support Diagnostic materials |
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Creation of conditions for project implementation |
Equipping the material and technical base; purchase of materials and equipment in accordance with the requirements of SanPiN |
Comfortable subject-developing environment in all directions. |
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Stage III - practical: 09/15/2016 - 05/30/2017 |
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Play activity |
Role-playing games: "Library", Letter Birthday " |
Teacher speech therapist, |
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Speech and speech development |
Composing stories on the topic: "My favorite letter", "Travel to Zvukograd, Bukvograd", "How we made the letter." |
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Fiction |
Reading: E. Charushin “As a boy Zhenya learned to say the letter“ r ”; V. Krupin "First Primer"; V. Dragunsky "The Enchanted Letter". |
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Visual activity |
Drawing on the theme: "Travel to the library", |
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Educational activities |
Cognitive activities.
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Learning songs: "ABC", "Lesson" (play - comic). |
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Interaction with parents |
Questionnaire "Is your child ready for school" |
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Stage IV - analytical: September 2017 |
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Intermediate monitoring |
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Teacher speech therapist |
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Forms of work:
- classes: preparation for literacy training
- excursions(library, school)
- games: verbal, plot-role, didactic.
- contests: family competition of design creativity "Hello, letter!"
- speech holidays.
- mini-museum presentation"My favorite letter"
- work with parents: workshops, consultations, questionnaires, KVN
6. The image of the final result, the criteria for its assessment.
Project result- a model of the organization of correctional and developmental work with children in a group of compensatory orientation of a preschool educational institution.
Expected results of the project:
Qualitative
- Reducing the number of children with problems with writing disorders;
- Bank creation teaching materials(the evaluation criterion is the presence of a description of the experience of the pedagogical collective).
- Enriched spatial and subject-developing environment of preschool educational institutions.
- The presence of a speech therapy program for psychological and pedagogical support of the families of pupils (the assessment criterion is the presence of a description of the experience of the pedagogical collective).
- Satisfaction of parents and teachers (assessment criterion - the results of a consumer survey).
- Planning the work of a counseling center for parents (trainings, seminars, consultations).
Quantitative
- Implementation of the Federal State Educational Standard to improve the quality of education and provide equal opportunities for children with disabilities when entering school.
- Involvement of parents in the preschool education system, as equal partners in carrying out correctional and developmental work with children.
- High and regular attendance by the child of the group, reducing the incidence
- Increase in the proportion of children with normal speech development by the beginning of schooling
- Active participation parents in the educational process
Project result:
- The level of competence of parents in matters of speech development has increased, contact with family members has been established, educational and corrective actions on the child have been agreed.
- A system of correctional classes for children 6-7 years old with severe speech impairments has been developed and tested.
- Prevention of dysgraphia was carried out, the result of which is the absence of an optical form of dysgraphia in children
- A piggy bank has been created for methodological, practical and electronic manuals, card indexes.
- Developed and adopted uniform requirements for parents and children in terms of approach to education.
Possibilities further development project:
- Based on the experience gained in the implementation of the project "On the way to the alphabet": conduct speech therapy GCD from 5 to 6 years.
- Work experience publications.
- Presentations at seminars, conferences of various levels.
The textbook on the course of speech development and preparation for teaching literacy for children 4-5 years old is initial link continuous course of Russian language, reading and literature (series "Free Mind", authors R.N.Buneev, E.V.Buneeva, OV Pronina), included in the set Educational system School 2100.
The organization and technology of work on this manual are presented in the guidelines.
The manual can be used for classes with preschoolers in kindergartens, about speech therapy groups, UVK, as well as for individual work parents with children. All texts included in this manual are not intended for reading by children, they are read by adults (teachers, parents).
Examples.
But the Fox believes that the head is needed to sniff, the eyes are needed to breathe, the ears - to see, the hands - to walk. Do you agree with him? Why? Explain.
Tell that Fox says about autumn correctly and what is wrong:
- Autumn months are February, June and March.
- Autumn months are September, October and November.
- In autumn, the weather is clear, sunny, warm.
- In autumn the weather is cold, rainy, cloudy.
- In autumn, children wear panama hats, shorts and sandals.
- In autumn, children wear raincoats, jackets and boots.
Free download an e-book in a convenient format, watch and read:
Download the book On the way to the ABC, A guide for preschoolers 4-6 years old, Part 1, Buneev R.N., Buneeva E.V., Kislova T.R., 2005 - fileskachat.com, fast and free download.
- Visual materials for making sentences and oral stories, Appendix to the manual for preschoolers On the way to the ABC, Buneev R.N., Buneeva E.V., Kislova T.R., 2009
- Forest stories, On the way to the ABC, Buneev R.N., Buneeva E.V., Kislova T.R.
- Forest stories on the way to the alphabet, Buneev R.N., Buneeva E.V., Kislova T.R., 2012
- Speech development, A guide for preschoolers, Part 2, Buneev R.N., Buneeva E.V., Kislova T.R., 2005
The following tutorials and books:
- How to gain self-confidence, achieve calmness and increase self-esteem: discovering the main secrets of Gaining self-confidence
- Psychological characteristics of children with general speech underdevelopment: features of cognitive activity Mental characteristics of children with onr
- What is burnout at work and how to deal with it How to deal with burnout at work
- How to Deal with Emotional Burnout Methods for Dealing with Emotional Burnout
- How to Deal with Emotional Burnout Methods for Dealing with Emotional Burnout
- Burnout - How To Deal With Work Stress How To Deal With Emotional Burnout
- Methodology for the development of speech in preschool children