Olga Sonina
Integrated lesson on cognitive and research activities with children of the preparatory speech therapy group
Subject: "What is air?"
Educational areas: cognitive development, speech development, artistic and aesthetic development.
Educational objectives:
- introduce children with the properties of air and methods of detecting it;
Give basic ideas about the importance of clean air;
Give an idea of air as a gaseous substance.
Developmental tasks:
Develop a coherent speech:
Develop skills in conducting experiments;
Develop the ability to establish cause-and-effect relationships based on experience,
compare and draw conclusions;
Develop logical thinking,
Develop cognitive interest.
Speech tasks:
Activate subject vocabulary and vocabulary of adjectives (experience, atmosphere, shell, oxygen, solid, liquid, gas, filter, chest, lungs; transparent, tasteless, colorless)
Educational tasks:
Cultivate skill see amazing things in the world around us;
Foster a caring attitude towards your health and the environment.
Preliminary work: games with windmills”, watching the smoke from the boiler room chimneys while walking, creative workshop: creating a plot application (on whatman paper)“Our City”, making silhouettes of trees, rainbow clouds.
Clearly practical material: color illustration of the cartoon characters Fiksikov, diagram, meaning of the atmosphere for our planet,” diagrams-cards of definitions of taste, smell, touch, diagrams of cards of substances - solid, liquid, gaseous, balloon, candle, saucer, basin, glass, s with a piece of paper glued to the bottom, according to quantity children: pebbles, cups of water, fans, rubber toys, small objects (buttons, beads, plastic bags, tubes, pieces of sponge, glue pencils, napkins.
Motivational and orientation stage.
Today is an unusual day, cartoon characters - the Fixies - came to visit us. They are very inquisitive and want to know about everything in the world. One day, they thought, what is air? What is it and how can it be detected? We decided to ask you. Shall we tell them?
Search stage.
What can you say about air?)
Invite children to exhale long and then hold their breath; inhale and then hold your breath again.
How long could you not breathe?)
Why?) There was not enough air. That's right, we can't breathe without air, but we're not the only people.
Who else needs air?) Animals, fish.
Why fish, they live in water) Air is everywhere, but we don’t notice it, we don’t see it.
Why do you think we don’t see air) It’s transparent.
How else can you say what it is?) Has no color, which means what) Colorless.
Now close your eyes and inhale through your mouth.
What does the air taste like?
Close your eyes again and inhale through your nose.
What does the air smell like?)
We learned about some properties of air. Tell us, and the hint cards will help you with this.)
Air is an amazing shell of the Earth. Our entire planet is shrouded in air, like a transparent blanket. The air protects her. Imagine if the air disappeared, what would happen? Children look at the diagram and give answers.)
The water on Earth immediately boiled, all living things would die from the scorching rays of the sun during the day, and from the cold at night. Without air, the Earth would be a dead desert.
But what is air? Let's do some experiments. And for this, let’s go to the research laboratory that the Fixies have prepared for you.
Practical stage
Take a stone in your hands and squeeze it.
What is it like?) Hard. This means that a stone is a solid body.
Is it possible to take air in your hands and compress it?) So let’s do it conclusion: (I'll start and you will continue) air is) Not a solid body. Children select a diagram.
Let's take a glass of water and look at the water. (pour it from glass to glass) .
What can you say about water, what is it like?) Liquid.
So what is water?) Liquid.
What other liquids do you know?)
So, we have found out that air cannot be compressed, which means it is not a solid body. The air does not flow, does not pour, they do not drink it, which means (continue)) not liquid. Children select a diagram.
Air, guys, is gas. It is invisible, transparent, colorless and odorless. Children select a diagram.
This is our first discovery. Let's continue our research.
1. Take the bag and start twisting it from the open edge.
What happens to the package?) It inflates.
Why does this happen?) The bag fills with air.
Feel what the package has become?) Do you see air?)
Now take the fans and wave them on your face; blow into your palm.
What do you feel?)
This is air movement. Let's do conclusion: Although we do not see air, we feel it.
2. Air is everywhere and takes up space. Let's check it out. You have different objects on the tables, throw them into the water and observe.
What do you see?)
When an object sinks, small bubbles come out of it - this is air. Objects are heavy, they sink, but air is light, it rises.
Take a rubber toy and squeeze it.-
What do you hear?) whistle.
Air comes out of the toy. Now close the hole with your finger and try squeezing the toy again
What's going on?) It doesn't shrink.
What's stopping her?)
Conclusion: the air in the toy prevents it from being compressed.
Let's see what happens when we put a glass in a bowl of water. (there is a piece of paper attached to the bottom of the glass)
What are you observing?) Water does not pour into the glass.
Why doesn't water fill the glass?) There is air in the glass, it doesn't let water in.
Now let's tilt the glass. What happened?) Water poured into the glass.
She gave way to water. Conclusion: Air takes up space.
Physical education, Inflatable toys”
Children are divided into pairs. One child is a toy, the other is a pump. The toy sits sluggishly on the floor, the pump inflates it with the sound of ssss. Then the pump presses the button - the toy deflates with the sound sh-sh-sh and returns to its original position. Children change roles.
3. Guys, let's remember once again why we need air?) for breathing.
We conducted experiments and made sure that we do not see air, we can feel it, it takes up space.
Now let’s check and make sure that we are breathing air.
Let's take a straw and put it in a glass of water, and gently blow into it.
What do you observe) bubbles.
This proves that we exhale air and it comes out in the form of bubbles. Place your hand on your chest and inhale.
What's happening?) The chest rises.
Our lungs fill with air. Now breathe out.
What happened to the chest?) it sank.
The air left our lungs.
What should the air be like for a person to breathe easily?)
What can happen from dirty air?)
What does a person do to keep the indoor air clean?)
Why are plants grown?)
Tell me, what is the difference between the air we breathe in the city and the air we breathe in the forest?) Why?
Trees work like vacuum cleaners. Green leaves of plants absorb dust and dirt from the air. The more plants, the cleaner the air, the more beneficial it is for humans and their health.
Think about it, what causes dirty air in cities?)
Let's see what happens to the air when smoke comes out of their chimneys and a fire burns.
Experience with a candle. A candle is lit and a saucer is held over it. Look how dirty the saucer has become. Soot formed on it.
What needs to be done to save air from pollution?)
4. Now, guys, I want to invite you to a creative workshop. Let's plant a lot of trees in our city and decorate it with rainbow clouds. (children glue trees and clouds prepared during preliminary work) Let our city be clean, and the people living in it healthy and happy.
Reflective-evaluative stage.
I think our guests Fixies and you learned a lot interesting things about air. I have a balloon in my hands. Pass it on to each other and tell them what new things you learned about air and what you liked doing.
Publications on the topic:
"Northern Adventures" Summary of educational and research activities with children of senior preschool age Municipal budgetary preschool educational institution “Kindergarten “Zvezdochka” Synopsis of educational and research activities.
Lexical topic: “Preparing wild animals for winter” (with the participation of parents) Correctional and developmental tasks: - clarify and consolidate knowledge.
Summary of educational and research activities with children of the second junior group “A Fun Journey” STATE BUDGETARY EDUCATIONAL INSTITUTION OF THE SAMARA REGION SECONDARY EDUCATIONAL SCHOOL No. 10 OF THE CITY OF SYZRAN CITY.
"Properties of wood and metal." Summary of a lesson on cognitive research activities in a senior speech therapy group Topic: Properties of wood and metal Purpose: to create conditions for clarifying and generalizing children’s ideas about the properties of wood and metal. Tasks:.
Summary of cognitive and research activities in the senior speech therapy group “Drip-drip-drip” Abstract of educational and research activities in the senior speech therapy group “Drip - drip - drop”. Integration of areas:.
Summary of organized educational and research activities with children of the 7th year of life “Colorful Ice” Progress of activities. The teacher gathers the children near the model of the city, on the streets of which there is a traffic jam. Educator: Guys, what do you think?
Summary of joint research activities with children of the preparatory school group “Invisible Air” Summary of joint research activities with children in the preparatory school group. Topic: “Air is invisible” Purpose: to show.
Short-term project on research activities with children of the preparatory group “Old Cup” Shape; motivation for cognitive activity, primary ideas about objects of the surrounding world, their properties and relationships.
Open integrated lesson with children of the senior speech therapy group “Journey to the land of musical instruments” Open integrated lesson with children of the senior speech therapy group “Journey to the land of musical instruments” Purpose: introduction.
Lesson on cognitive and research activities in the preparatory group “Excursion to the Far North” Lesson on educational and research activities in the preparatory group. Excursion to the Far North. Purpose: to create conditions for.
Image library:
All children are inquisitive. They discover everything interesting and unknown with great surprise and joy. The child’s need for new impressions pushes him to search, to understand the world around him. It is very important to direct this need to understand the world in the right direction and support the child’s desire to experiment. The more diverse and intense the search activity, the more new and useful information children receive, the faster and more fully they develop. By older preschool age, children's capabilities increase noticeably. This period is the most important for the development of cognitive, research and search activities, since it is at this age that children can independently draw conclusions and find a solution. The development of a child’s personality occurs not only in the process of mastering skills, knowledge and abilities, but also in the independent search for knowledge and acquisition of skills.
To develop sociability in children, the ability to navigate the environment, solve emerging problems, to be independent, creative individuals is the task that preschool education sets itself. Child development goes through:
- development of children's interests, curiosity and cognitive motivation;
- formation of cognitive actions;
- the formation of primary ideas about oneself, other people, objects of the surrounding world;
- about the properties and relationships of objects in the surrounding world (shape, color, size, material, time, space, etc.);
- about the small homeland and Fatherland, traditions and holidays;
- about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
In his work, the teacher needs to take into account both the psychological and age characteristics of preschoolers. A child learns everything firmly and for a long time when he hears, sees and does everything himself. By observing everyone, the teacher can and should create conditions for independent experimentation and search activities in the group.
By implementing the program “Childhood” and the program “Preparing children with special needs for school in a kindergarten” edited by N. F. Chirkina and T. B. Filicheva, and new federal state educational standards, studying the latest in methodological literature, identifying the interests of children, we created a long-term plan for experimentation and equipped a center where children can engage in search activities.
The plan reflects the specifics of the compensatory group for children with severe speech impairments. For example, in the fall we introduced children to the properties of air, conducted educational games with fruits and vegetables: “Fruits: how can you eat them?”, “Recognize the taste and smell”, “Fruits and vegetables as cosmetics”, “Coloring properties of vegetables and fruits”, “Leaf prints”, etc.
In the winter months, you can offer children and their parents games and experiments with water: “Three states of water”, “Multi-colored icicles”, “Is the mitten warm”, “Different snowflakes”, “Feed the birds”, “depth of snow”, “Prints on snow”, etc.
For spring we have selected the following: “The sun is an artist”, “Sowing seedlings”, “Dependence of plant life on the sun”, “Where the snow melts faster”, “Where is the longest icicle?”, “How plants wake up”, “Where the water disappears” , so that children themselves can draw conclusions about how important sunlight and warmth, water are for all living things. Without light, water and heat there is no life on earth.
In the summer months, children and parents were invited to visit the countryside, by the river, on the beach, play with sand and water, watch the sunbeams, insects, and shadows, so that the children could better get to know the surrounding world of living and non-living nature, draw some conclusions, find answers to questions posed by yourself. And then make drawings, photographs, albums to look at with other kindergarten students.
In the pre-school group, we complicated and expanded the search activities using a microscope, magnifying glasses, mirrors and other equipment. We expanded and deepened our knowledge about vegetables and fruits (useful properties and vitamins), prepared our own vinaigrette and fruit salad and treated them to our parents. Conducted research: “What is in the soil”, “Mouldy bread”, “Big and small” (determining the size of the pupil depending on the lighting), “Properties of paper and cardboard”, “Filtering water”, “Light beam”, “How not to get burned”, “Candle in a jar”, “Rainbow on the wall”, “Magnet draws” and many other different experiments that will help children make small discoveries and find the reason for the occurrence of certain facts, find out cause-and-effect relationships.
As practice shows, the results of experiments need to be sketched in an album or notebook so that the acquired knowledge, skills and abilities are even more firmly deposited in the children’s memory.
Here is an example of practical experience: in the older group we conducted experiments with water - we froze it, colored it, asked the children why water freezes in the freezer and outside, and where is it faster? Why does steam rise from water outside in cold weather? Why can water be colored any color and frozen into any shape? The children experimented and answered questions: it is warm in the group and therefore the water is warm, but steam comes from it outside. The water became as cold as the air and froze. And then we checked the rate of ice melting - on the windowsill and the radiator. The children independently concluded that the ice melts faster on the radiator, because... she's hot.
In the school preparatory group, similar experiments are carried out on freezing ice from juice, yogurt, butter and vegetable oil. Which hardens faster: water or vegetable oil, and why? What came out of the frozen juice? Can a knife cut frozen butter? Children make small discoveries. Frozen juice makes delicious frozen candy. Vegetable oil hardens only in the most severe frost, and the freezer is not cold enough. Vegetable oil changes color and becomes white. Frozen butter does not cut, but crumbles and cannot be spread on bread. And the melted yogurt became unpalatable and grainy.
The keys to successful experimentation should be:
- an appropriate development environment, including the availability of the necessary materials for conducting experiments;
- the presence of a long-term plan that takes into account the age-related psychological and physiological data of the child;
- the presence of a calm, friendly atmosphere in the group and at home;
- personal interest in the final result of all adults - teachers and parents, because they are models and children imitate them.
It is important that experiments, experiments, and observations awaken children’s curiosity, develop interest in living and non-living nature, develop good feelings, and help them apply and use the acquired knowledge in their lives.
Oksana Proskurina
Elements of experimental research activities in the work of a speech therapist teacher
1.(slide 1) Target work of a speech therapist: beautiful, correct speech of all children in our kindergarten, and not just children with speech disorders.
Experimentally– research activity is not the main goal in work as a speech therapist teacher, but acts as a tool.
Let's consider the methods and techniques of organization experimentally– research activities which I use on frontal, subgroup and individual classes:
2. As a surprise moment in individual lessons, I suggest looking through a kaleidoscope. Multi-colored patterns, of course, are very attractive to children. How surprised they are when I show them how a kaleidoscope works. (kaleidoscope demonstration). Place mirrored cardboard folded into a triangle in a Lay's chips jar. Between the two lids of these chips I place various items: beads, sequins, beads. Several such replaceable blocks can be made. Kaleidoscope is a surprise and educational moment.
3. One of the reasons for sound pronunciation disorders is insufficiently developed auditory attention. Maria Montessori's noise boxes are non-demountable wooden cylinders. The child listens to the sound and selects a cylinder from another noise box with the same sound. The disadvantage is that children always want to know what's inside. Therefore, I suggest the children fill Kinder surprise boxes and plasticine jars "play up" beads, beans, rice, peas, buckwheat.
4.(slide 2) Famous speech therapist Tatyana Aleksandrovna Tkachenko developed a manual“Pictures with a problematic plot for the development of thinking and speech in preschoolers aged 5-7 years.” The guys not only write interesting stories based on the plot, but also work with me to solve this or that problematic situation. For example, a picture "Candy with a surprise".
(slide 3) At one of the stages work while composing a story, we assume that it is tied to the ball, answers children: "big candy, medicine, homework, little doll". Then we take a balloon filled with helium and tie various objects, see if the balloon rises up. The ball could not lift anything except a sheet of paper. The guys decided that there was homework attached to the ball.
4. (slide 4) In the story "Fire" two boys extinguish the fire in the attic with a swing and a bucket of water. We also made a swing from a ruler and a pencil and launched a paper clip. The paper clips flew higher, lower, further, closer, depending on the force, but it was impossible to launch it at the desired target. The children concluded that the boys would not put out the fire; they needed to call the fire brigade.
5. (slide 5) Another manual by this author is called “Logic exercises for speech development”. One of the tasks experimentally– research character:
- “If you put a fur coat on the snow in severe frost. Will the snow melt?
This is the question I ask the guys while studying the topic. "Cloth". At the beginning of the walk, the teacher and the children place a fur cloth on the snow, at the end of the walk they check the result and conclude that the fur coat does not warm, but retains heat.
6. (slide 6) Preparing to retell the famous story by Lev Nikolaevich Tolstoy "Smart Jackdaw" The guys and I throw pebbles into a transparent container of water. We mark the water level on the walls with a red marker. After each child carefully lowers the pebble, we consider the water level and proceed to the retelling.
7.(slide 7) By developing the duration of exhalation necessary for proper speech breathing, we experimenting with straws and water. We conclude that bubbles depend not only on the force of exhalation, but also on the width of the tube.
7. (slide 8) Research Job carried out both in kindergarten and at home. Project "Houseplants" long-term. The children grow indoor plants in the group and at home. Progress reports work at home they prepare presentations, newspapers, prepare a story and perform in front of all the children in the group. Yasmina, her mother and younger sisters grew a tangerine tree.
9. There are many different projects in our kindergarten, one of them was not planned by the teachers in advance, but this is how it turned out. During the project "My hobbies" One of the pupils brought an experiment with baking powder to kindergarten. (slide 9) The children liked it so much that they also wanted to bring other experiences and experiments. Pupils at home with their parents chose any interesting and safe experience and carried it out at home. Parents prepare the child to show this experience to all the children in the group. And teachers help both parents and children. Dasha prepared an experiment with milk and dyes, painting with milk. And Gena showed and told that not all liquids mix.
10. (Slide 10). Kira really wanted to perform in front of her friends and came up with the experience herself at home. Mom suggested several experiments, but Kira was persistent. In the group, she proudly poured water into a balloon and asked questions: “Do you think the water will spill out? How much water can fit in a balloon? And others.
So a scientific laboratory was opened in the senior group.
11. (slide 11) Alice surprised both children and adults. I brought hydrophobic sand to kindergarten. The guys could not explain why the sand remains dry in the water. The experiment was done many times, and each time the dry sand from the water was surprising.
12. (slide12) Polina showed experiment with regular crayons, which turned out to be not only interesting, but also useful. Dry crayons do not draw well on paper, but if you keep them in sweet water, they draw brightly and beautifully. If a child has General speech underdevelopment, then in individual lessons we first talk through and work out comments on the various stages of the experience.
13. These the experiments are so interesting, fascinating. They motivate children to speak. After this experiment, the boy with motor alalia talks about it. (slide 13
14. These are some examples of use elements of experimental research activities in the teacher’s joint work– speech therapist and teachers of combined groups.
A little explorer... How to raise him? How can we help a child learn not only to perceive the world around him in all its diversity, but also to understand patterns and connections? We get answers to these questions when organizing experimental and research activities for preschoolers with special educational needs.
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Municipal budgetary preschool educational institution
"Kindergarten No. 8 "Ogonyok" in Poronaysk"
EXPERIMENTAL RESEARCH ACTIVITIES
AT Speech Therapy Classes
Prepared by O.N. Beldy, speech therapist teacher
December 2015
One of the fundamental principles of the Federal State Educational Standard of preschool education is the formation of cognitive interests and cognitive actions of the child in various types of activities.
It is through cognition that children develop in preschool age. “Cognition is a category that describes the process of obtaining any knowledge by repeating ideal plans of activity and communication, creating sign-symbolic systems that mediate a person’s interaction with the world and other people.”
The development of the cognitive function of speech is closely connected with the mental education of the child, with the development of his mental activity. In order to convey information, new knowledge and information, the word must first reveal the image of each object, its properties, qualities. Verbal thinking is carried out on the basis of verbal meanings, concepts and logical operations. The formation of the subject attribution of a word-name occurs simultaneously with the formation of the meanings of words and systems of meanings. L.S. Vygotsky called this connection “the unity of thinking and speech.” The concept arises in the process of intellectual operation.
It is known that in preschool children with general underdevelopment of speech, all aspects of speech suffer, as well as higher mental functions: memory, attention, thinking. This is confirmed by the data of a speech therapy examination of children of the senior group of the municipal budgetary preschool educational institution “Kindergarten No. 8 “Ogonyok” in Poronaysk. Children have reduced verbal memory and low memorization productivity. They forget the sequence of tasks, complex instructions, and lag behind in the development of verbal and logical thinking. It is difficult for children to find the right words and construct a phrase correctly. Correctly understanding the logical relationship of events, the child limits himself to only listing them. In active speech, children most often use simple sentences or individual words. The inability to express cause-and-effect relationships in words leads to the fact that they cannot compose a logical story or answer the question fully and comprehensively. There is a lack of clarity and consistency of presentation. Most often, children limit themselves to listing objects or their individual parts. As an example, we give a story compiled by a 5-year-old child: “Car. Steering wheel. Twist. Wheels. We need to go."
Difficulties in children mastering conceptual thinking, and accordingly, learning new words, slow down the process of developing coherent speech. Therefore, the question arose of finding new forms of work to develop this function in older preschoolers with general speech underdevelopment. We use cognitive-research activities as an activating means, since the development of speech and cognition are closely related to each other, and the cognitive development of a child, the development of his conceptual thinking is impossible without the assimilation of new words that express the concepts acquired by the child, the new knowledge and ideas consolidated by him.
The goal of cognitive and research activities of preschoolers: development of cognitive interests, needs and abilities of independent search activity on the basis of enriched and formed emotional and sensory experience. The Chinese proverb “Tell me and I will forget, show me and I will remember, let me do it and I will understand” reflects the objectives:
To develop the ability to see the diversity of the world in a system of relationships;
Develop observation skills, the ability to compare, analyze, generalize, develop cognitive interest in the process of research activities, establish cause-and-effect relationships, and the ability to draw conclusions;
Develop speech.
Correctional educational work is based on the integration of ways of knowing, which makes it possible to develop in unity the cognitive, emotional and practical spheres of the child’s personality.
The lexical principle of constructing direct educational activities plays an important role in cognition. We actively use such forms of work as thematic days and weeks, thematic classes (“The miracle of the button”, “Our flowering plants”, “Peaceful professions are needed in the Army”).
Depending on the specific educational situation, we also use classes with simple experiments: “Where did the wind come from?” (combined with the development of correct speech breathing), “Droplet’s Journey”, etc. They deepen children’s understanding of objects, phenomena, events, enrich their vocabulary, teach them to reason, draw conclusions, act independently, interact with a partner, group, negotiate, listen and hear, express a common opinion. Example: the thematic lesson “Time for business, hour for fun” forms in children ideas about such an abstract concept as time, in particular about the minute. Children experimentally test how long time lasts and determine the nature of its flow - long or fast. To do this, they are consistently offered games: 1) “Let's keep quiet.” While the sand is pouring in the hourglass, the speech therapist suggests just sitting and being silent.
2) Game “Who is faster?” (practical introduction to one minute)
(Each child has beads and laces.)
Speech therapist: At the signal, you need to string as many beads as possible onto the cord. The game will end as soon as the sand spills down. (Children string beads onto laces, then count the beads). As a result, the children came to the conclusion that the same period of time can last differently depending on the type of activity.
The children subsequently expressed their ideas about time in a short collective story, “The day is boring until the evening, if there is nothing to do.” Here's the content: One day Petya and Vanya went fishing. Petya threw a fishing rod into the river and waited, and Vanya decided to catch butterflies. Soon Vanya got bored of chasing butterflies alone and began calling Petya. But Petya has no time - he fishes. Vanya didn’t catch the butterfly, but Petya had a bucket full of fish.
To activate and develop coherent speech, we use transformation games: “Living - inanimate”, “Wonderful bag”, “Yes - no”, “Guess the object”, “What comes first, what comes next”, “What is extra”, etc.
Transformational processes underlie actions that we perform without even thinking. By pressing the switch, we will turn darkness into light, by washing our hands with soap, from dirty ones we will make them clean, etc. By observing such processes and mastering the corresponding actions, the child learns to make transformations in a variety of situations. However, the development of transformation abilities in children occurs spontaneously and does not always reach a high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different aggregate states of the same substance may seem to him to be completely different objects.
The most complex type of speech is reasoning, because it is closely related to dialogic communication and argumentation, i.e. the child must know what he is talking about. This is facilitated by tasks like:
- “Finish the sentence” (Petya didn’t go for a walk because...) Then the children come up with: because it’s cold outside, because he’s sick, etc.
-“Provocative question”: – Why does it snow and not rain in winter? How are butterflies different from birds?
A child, expressing his thoughts, proving the correctness or incorrectness of his assumption (based on experience, from past experience), learns to reason and generalize the general opinion.
The most interesting thing is learning concepts that can be tested, touched, and measured. For example, my children and I experimentally test the smoothness or roughness of the leaves of indoor plants and learn to define them. “Geranium has a velvety leaf, and cyclamen has a smooth one,” “the skin is smooth, and the fur is fluffy,” etc.
During small experiments, children have the opportunity to speak out proactively and share their experiences. We explored the temperature of the water and the children came up with a variety of definitions for it: lukewarm, lukewarm, cool, pleasant, refreshing, cold, liquid, shiny. The activity of the teacher is to provide the opportunity to explore and choose a method of action.
In conclusion, we want to say that the world of physical phenomena surrounding the child provides enormous opportunities for the systematic development of transformative abilities as a component of general mental abilities. Speech development and research activities are closely related. In the process of experimentation, preschoolers learn to set a goal, solve problems and test them empirically, draw conclusions and simple conclusions. They experience joy, surprise and even delight from their small and large “discoveries”, which give children a feeling of satisfaction from the work done.
The effectiveness of our work in this direction is confirmed by the data of the final study of coherent speech. Assessing the implementation of the proposed “Sequential Pictures” technique, we noted that children’s performance in the lexical and grammatical formulation of statements with adequate use of lexical means improved. To a lesser extent, stereotypical grammatical design and violation of word order are observed. Grammatical structures used by children in the form of complex, common sentences.
Thus, the use of cognitive-research activities as a means of correcting coherent speech can significantly improve the quality of speech in children with speech disorders.
Bibliography:
1. Vygotsky L.S. “Thinking and Speech” Ed. 5, rev. - Publishing house "Labyrinth", M., 1999. - 352 p.
2. Veraksa N.E., Galimov O.R. Cognitive and research activities of preschool children. For working with children 4-7 years old. M.: Mosaic-Synthesis. 2012-78s.
3. Kasavin I.T. New philosophical encyclopedia: in 4 volumes. M: Thought. Edited by V.S. Stepin. 2001
4. Levchenko I.Yu., Kiseleva N.A. Psychological study of children with developmental disorders. - M.: Publishing house. "Bibliophile". 2007 - 152 p.
5. Troshin O.V., Zhulina E.V. Logopsychology: Textbook.-M.: TC Sfera. 2005-256s.
Topic of the issue
“Prospects for teaching children with disabilities”
Index
Institutions and authors mentioned in the issue
Institutions:
- 2nd preschool department of GBOU “School No. 1909 named after. Hero of the Soviet Union A.K. Novikova", Moscow
- GBOU "School No. 498", Moscow
- GBOU "School No. 1566", Moscow
- State Budgetary Institution of Higher Education "TsPPiSP", Vladimir
- State Budgetary Institution CSSV "Family Academy", Moscow
- State Budgetary Institution CSSV “Scarlet Sails”, Moscow
- State Budgetary Institution CSSV “Our House”, Moscow
- GKU TSSV "Yunona", Moscow
- MADOOU d/s "Alenushka", village. Sosnovka, Beloyarsk district, Tyumen region, Khanty-Mansi Autonomous Okrug-YUGRA
- MADOU TsRR - d/s "Fairy Tale", slave. village Red Baki, Nizhny Novgorod region.
- MBDOU d/s No. 1, Apsheronsk, Krasnodar Territory
- MBDOU d/s No. 7, pos. Testaments of Ilyich Khabarovsk Territory
- MBDOU d/s No. 14, Krymsk, Krasnodar Territory
- MBDOU d/s No. 18, Krymsk, Krasnodar Territory
- MBDOU d/s No. 35, Sergiev Posad, Moscow region.
- MBDOU d/s No. 105 “Antoshka”, Prokopyevsk, Kemerovo region.
- MBDOU d/s No. 124, Cherepovets, Vologda region.
- MBDOU TsRR - d/s No. 156, Cheboksary, Chuvash Republic
- MDOU d/s No. 10, Bogoroditsk, Tula region.
- School for children with disabilities “Blago” GBPOU “Technological College No. 21”, Moscow
- Akhmetshina Anastasia Alekseevna
- Bobyleva Elena Vladimirovna
- Wedding Valentina Nikolaevna
- Volkonskaya Tatyana Viktorovna
- Germanovichene Elena Nikolaevna
- Dzhengurova Larisa Nikolaevna
- Zhuzhma Alina Nikolaevna
- Zapyantseva Vera Ivanovna
- Ivanenko Olga Valerievna
- Kirillova Rosa Alexandrovna
- Kleimenova Daria Alexandrovna
- Kuznetsova Svetlana Adolfovna
- Kukushkina Evgenia Borisovna
- Martynenko Svetlana Mikhailovna
- Sevostyanova Anna Nikolaevna
- Strygina Elena Nikolaevna
- Tikhonova Elena Alexandrovna
- Trunova Iya Vasilievna
- Fetisova Maya Valentinovna
- Shishkina Svetlana Anatolevna
- Shmakova Marina Vyacheslavovna
- Shmakova Maria Igorevna
- Shuba Svetlana Vasilievna
- Shchelkunova Elena Pavlovna
Editor's column
- Dance S.Yu. Prospects for teaching children with disabilities
Guest room
- Martynenko S.M. Be able to see the present and predict the future
Master Class
Research
Sevostyanova A.N. Study of the sound-pronunciation aspect of speech in preschool-age orphans with intellectual disabilities
The article describes the sound pronunciation of orphans with intellectual disabilities. A comparative analysis of the sound pronunciation of children with normal development and children with disabilities is provided.
New forms of work
Kuznetsova S.A., Venchalnaya V.N. Visiting Chicken Ryaba. Lesson on speech development with elements of non-traditional drawing techniques for young children with disabilities
The article presents experience in developing the speech of young children with disabilities using Russian folk tales and non-traditional drawing techniques.
We invite you to discuss
Zhuzhma A.N. A walk through the winter forest. Lesson on differentiating prepositions on and under for children 4-6 years old with OHP
The article presents different types of exercises for understanding and differentiating prepositions for children with general speech underdevelopment, working with spatial concepts.
Methodical living room
Ivanenko O.V. Cognitive and research activities in speech therapy classes with children with special needs development
The article presents tasks on search and research activities for pupils of the senior group with ODD in accordance with the lexical and thematic plan, and examples of conversations are given. The introduction of such tasks into speech classes will help increase attention, interest, and motivate children to speech activity.
We work with preschoolers
We invite you to a lesson
Bobyleva E.V. An incredible journey into a fairy tale. Lesson on differentiating sounds (s) - (s’) for children 4-5 years old
This article presents a lesson on differentiating sounds [s] - [s’] using the Russian folk tale “Geese-Swans”, practical exercises for their automation and differentiation.
Shmakova M.V., Shmakova M.I. Emphasis. Lesson in a preparatory group for school
The article presents a lesson with various types of games and exercises that can be used in individual, subgroup and frontal lessons with preschoolers and primary schoolchildren.
Leisure and entertainment
Trunova I.V. Our guest is Kuzya the brownie. Lesson on the development of lexical and grammatical structure of speech
The article presents a compensatory lesson for children of the senior group on the development of lexical and grammatical categories on the topic “Food”.
Kirillova R.A. Merry country Read-games. Speech therapy leisure in a preparatory school group
Speech therapy leisure can be used both in speech therapy and general education groups. In the process of practical activities, children learn the elements of literacy.
Games and equipment
Germanovichene E.N. Sound lock. Author's manual for children 4-6 years old
The article describes the methodological guide “Sound Castle”, presents practical material on creating a developmental educational environment that meets the requirements of the Federal State Educational Standard for Education, for strengthening the pronunciation of sounds in children.
Volkonskaya T.V. Games for developing the vocabulary of children with special needs development
The article presents the experience of developing and enriching vocabulary using games aimed at activating speech and developing logical thinking.
Strygina E.N. The magic of grammar. Lesson using literacy games for children 5-7 years old
The article presents a literacy lesson using games that combine motor gymnastics and exercises for the development of spatial perception.
Shishkina S.A. Talking toy Logo-game complex for children 3-5 years old with disabilities
The article presents the author's development - a speech therapy toy used in individual and subgroup speech therapy classes. With its help, the speech therapist teacher creates a game situation, while solving correctional and developmental problems.
Interaction with family
Dzhengurova L.N. Mini-crosswords as a form of interaction between parents and children
The article presents practical experience in using mini-crosswords as one of the forms of interaction with parents. mini-crosswords can be used as a part of a lesson or part of a leisure activity.
Kukushkina E.B. Parent conference on children's speech development
The article presents the cooperation of a speech therapist with parents within the framework of the conference, and sets of exercises for speech development are given.
Fetisova M.V. Why are we silent? Let's start talking! From the experience of organizing work with parents of non-speaking children
The article is devoted to the formation of speech in non-speaking children with developmental disabilities. Two aspects of the work are revealed: medical-rehabilitation and correctional-pedagogical.
We work with schoolchildren
Methodology of correctional work
Akhmetshina A.A. Individual adapted program of speech therapy work with schoolchildren with ASD
The article reflects the specifics of organizing psychological and pedagogical support for the family of a student with autism spectrum disorders. Particular attention is paid to the development of an individual adapted program within the framework of the activities of a speech therapist teacher.
Relevant!
To a young speech therapist
Zapyantseva V.I. Retelling the story of L.N. Tolstoy "Smart Jackdaw". Senior group lesson
The article presents a lesson on retelling a work using reference pictures. The grammatical structure of speech is developed using various exercises.
Secrets of the profession
Kleimenova D.A., Tikhonova E.A. Cryotherapy in classes with preschoolers with intellectual disabilities
The article describes cryotherapy, an effective method for developing tactile sensations, and provides exercises with elements of cryotherapy.
Good pages
Shuba S.V. Individual lesson with a non-speaking child with cerebral palsy
The article presents experience of working with children with severe speech impairments and cerebral palsy. The described gaming techniques allow you to activate the innervation of muscle movements and develop expression.
Shchelkunova E.P. One two three four five. Author's game for older preschoolers
The proposed game for differentiating sounds helps older preschoolers in correcting sound pronunciation and forming grammatical structure.
Funny pages
Children say...
I love going to kindergarten. There are a lot of interesting things there: friends, toys, and they also teach us how to draw and make books for the younger group. Dima, 6 years old
I have many friends in kindergarten. But my most beloved friend is a speech therapist. I learned to say the R sound. Sergey, 5 years old
I'm already an adult. I am 4 years old. I'm working in the garden. I can dance and play with cars. And I go to work with a speech therapist. We are learning a fairy tale about a tongue. Vitaly, 4 years old
I am 5 years old. I know the letters. I go to the garden. It’s interesting in the garden, it’s fun there, because the speech therapist gives us homework. Both my dad and I draw vegetables and fruits in the album. Dad does better because he speaks well. Roma, 5 years old
Did you know
Right to education. State guarantees of the realization of the right to education in the Russian Federation
In order to realize the right of every person to education, federal government bodies, government bodies of constituent entities of the Russian Federation and local governments create the necessary conditions for persons with disabilities to receive, without discrimination, quality education, for the correction of developmental disorders and social adaptation, and for the provision of early correctional assistance based on special pedagogical approaches.
Federal state standards and federal state requirements. Educational standards
Federal state educational standards and federal state requirements provide:
- continuity of basic educational programs;
- variability in the content of educational programs at the appropriate level of education, the possibility of creating educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students.
Organization of education for students with disabilities