Natalia Krasnolutskaya

We are not doctors or geologists,

But there are no bitter regrets.

We are speech therapists, defectologists

Hello correctional helmet!

We work with preschool children

We develop hearing and speech with them,

We consider the main concern:

Protect children's health.

We are concerned about articulation,

Vocabulary stock and then

Coordination is so important to us

And phoneme discrimination.

Sometimes employees don't complain

They don't understand our problems.

And the leadership doesn't pampers:

We are used to replacing everyone.

And we wait with hope for understanding,

We polish our talent and gift.

And for diligence and diligence

We have a modest fee.

But we are not offended by fate

And let's face it, without undertaking:

“What happiness if we hear

Speech full of children!

Introspection.

I, Natalya Aleksandrovna Krasnolutskaya, born in 1977, have been working at MBDOU No. 31 since September 3. 2012

Teaching experience 19 years, specialty 7 years.

Work outside the core officials: Circle "Skillful Hands"

I'm working on a program “Fine and gross motor skills as a means of developing coherent speech”.

Unconventional methods and techniques: Project "Kinesiology".

Higher education

(fully) Year of graduation Specialization or qualification

Rostov-on-Don

2007 Teacher speech therapist

by specialty "Speech therapy"

Upgrading your qualifications

Name of educational institution (fully) Year of completion Topic of course preparation

Rostov-on-Don

"South Federal University"

2010 “Prevention and correction of dysgraphia and dyslexia in children of preschool and primary school age”

Publications in the newspaper

Publisher Publication No. Date Publication Title

1. Read - Teleweek No. 32 08/07/2012 Correction of speech through the development of fine and gross motor skills.

2. No. 33 08/14/2012

3. No. 36 04.09. year 2012

4. "Azov Week" No. 2 12/18/2014 Development of speech breathing in children

5. 01/14/2014

Why do you need a speech therapist?

6. 12/18/2014

The forest fairy tale opened its doors

Certificates

Place of receipt Certificate No. Subject Date

1. MBDOU No. 31 Certificate "For fruitful work and contribution to the development of MBDOU No. 31 in Azov 11/19/2010

2. Southern Federal University Certificate "Prevention and correction of dysgraphia and dyslexia in children of preschool and primary school age" 09/23/2014

3. Advanced training "Innovative technologies for the implementation of individual educational routes (Diagnostics. Development. Correction)

07/07/2014

4. Certificate "Organization of speech therapy assistance in the context of the implementation of the Federal State Educational Standard" 06/12/2014

5. Certificate "Prevention and correction of problem behavior" 04/17/2014

6. Interactive pedagogical portal

Certificate “Development of visual, figurative and spatial concepts in children 2-4 years old using game methods as a prerequisite for successful learning”

04.12.2014

7. Certificate “Use of software and teaching complex "Logomer" in the complex work of a preschool specialist, taking into account the Federal State Educational Standard of the new generation" 12/09/2014

8. Certificate “Development of different types of memory in children with disabilities. The use of interactive games in activating mnemonic processes" November 20, 2014

9. SFedU took part in the school-seminar “Software and methodological support for general developmental and speech therapy work with children with severe speech disorders.” 05.2010

10. Rostov-on-Don MBDOU took part in the seminar "Longitude B" 02.2013

11 Rostov-on-Don MBDOU Certificate “Express diagnosis of speech disorders and other higher mental functions in the acute period of cerebrovascular accidents” 12/14/2015

12 Rostov-on-Don MBDOU Certificate “Theoretical and practical aspects of the use of articulation massage in the correction of speech disorders” 12/11/2015

Topics of consultations for parents

“Speech disorders and causes of their occurrence”.

“The role of articulatory gymnastics in the correction of sound pronunciation”.

“Interaction between kindergarten and family on speech development”.

“If a child speaks poorly”.

“Physiological imperfections in pronunciation in children”.

“Fine motor skills in the psychophysical development of preschool children”.

“Features of children’s mastery of sound pronunciation”.

“Features of teaching children to read at home”.

"Introduction to the articulatory apparatus".

"If you are concerned about your child's development".

Topics of consultations and workshops

for educators and specialists.

“The role of articulatory gymnastics in the correction of speech disorders”

“The influence of parental attitudes on children’s speech development”

“Techniques for correcting violations of the syllabic structure of words”

“Rules for working in a homework notebook”

"Working with hyperactive children"

“Development of phonemic awareness in preschool children”.

“Formation of sound perception, sound analysis and synthesis”

“Formation of coherent speech and logical thinking”.

“Speech therapy training on sound automation”

“Self-massage of hands when preparing children for school”

“Exercises for the development of language analysis and synthesis

“Development of fine motor skills of the hand”

Individual work is carried out according to directions:

Improving static and dynamic organization of movements (gross, fine and articulatory motor skills).

Normalization of the prosodic aspect of speech.

Improving facial motor skills (involuntary, voluntary, symbolic praxis).

Improving phonemic processes (phonetic hearing, phonemic hearing, phonetic perception, phonemic perception).

Normalization of sound pronunciation.

Rehabilitation of the syllabic structure of a word.

Activation and enrichment of the vocabulary of words.

Improving the grammatical structure of speech.

Development of coherent speech.

Development of higher mental functions.

Familiarization with the basic concepts of linguistic reality.

The effectiveness of speech therapy work is reflected in sound pronunciation screens, analytical reports, and individual correctional and developmental work plans.

The planned result is for each child to achieve a level of speech development that corresponds to age and individual capabilities.

Preschool teachers who take part in the correctional educational process not only help develop the personality of a child with speech pathology, lay the foundation for his moral education, but also together solve the problem of overcoming violations of the mental, sensory and physical development of children, thereby creating favorable conditions for working on speech.

Interaction between speech therapist and parents.

OPEN DAY

METHODOLOGICAL EQUIPMENT

Survey

1. Inshakova O. B. "Album for a speech therapist".

2. Gribova O. E. "Technologies for organizing speech therapy examination"

Sound pronunciation

1. Maksakov V. I “Education of sound culture of speech in preschool children”.

2. Fomicheva M. F. "Education of children's correct pronunciation".

3. Sedykh N. A. "Education of correct speech".

4. Anishchenkova E. S., “A practical guide to correcting sound pronunciation”.

5. Lalaeva R.I., Serebryakova N.V., Zorina S.V. “Speech disorders and their correction in children with mental retardation.”

6. Serova L. G. “I can speak correctly”

Articulatory, fine and gross motor skills

1. Novikovskaya O. A. "1000 funny finger games".

2. Timofeeva E. Yu. Chernova. E.I. "Finger Steps".

3. Isaeva S. A. “Physical education minutes in elementary school”.

4. Ovchinnikova T. S. “Articulation and finger gymnastics in kindergarten classes”

5. Novikovskaya O. A. "Mind at your fingertips".

6. Vygonov V.V., Zakharova I.V. "Origami for Kids".

Connected speech

1. Arushanova A. G. "Development of dialogical communication"

2. Seliverstova V. I. “Games in a speech therapy group with children”

3. Konovalenko N. N. "Development of coherent speech"

4. Kuritsyna E. M., Taraeva A. A., "The Big Book on Speech Development"

5. I. O. Krupenchuk "Speech development"

6. Mikheeva I. A., Chesheva S. V. “The relationship between the work of a teacher and speech therapist teacher» .

7. Pozhilenko E. A. "Encyclopedia of Child Development".

8. Ryzhova N. V. “Speech development in kindergarten”.

Speech and phonemic hearing

1. Seliverstova V. I. “Games in speech therapy work with children”

1. Belyakova L. I., Goncharova N. N., Shishkova T. G. “Methodology for the development of speech breathing in preschoolers with speech disorders”.

Teaching methods

1. Lalaeva R.I., Serebryakova N.V., Zorina S.V. “Speech disorders and their correction in children with mental retardation.”

2. Trigger R. D., Vladimirova E. V. “Didictic material on the Russian language for children with mental retardation.”

1. N.V. Nishchava. “A system of correctional work in kindergarten for children with general speech underdevelopment.”

2. T. B. Filicheva, G. V. Chirkina. “Correctional education and upbringing of 5-year-old children with general speech underdevelopment.” (middle group)

3. T. B. Filicheva, G. V. Chirkina. “Preparation for school of children with general speech underdevelopment in a special kindergarten.” (preparatory group)

4. T. B. Filicheva, G. V. Chirkina, T. V. Tumanova. “Program of speech therapy work to overcome general speech underdevelopment in children”

5. Tkachenko T. A. “Comprehensive system for correcting general speech underdevelopment in preschool children”.

1. Kashe G. A., Filicheva T. B. “Teaching program for children with phonetic underdevelopment”.

1. Lopatina L.V. “Program for the education and training of preschoolers with severe speech impairments.”

Down syndrome

1. Libby Kumin. “Formation of communication skills in children with Down syndrome”.

Speech therapy massage.

1. Prikhodko O. G. “Speech therapy massage for the correction of dysarthric speech disorders in children of early and preschool age.”

2. Shevtsova E. E. "Articulation massage for stuttering".

Stuttering.

1. Tsvintarny V.V. "The joy of speaking correctly"

2. Mironova S. A. “Program of speech therapy work with children who stutter”

Dysgraphia.

1. Tokar I. E. “Collection of exercises for the prevention and elimination of violations of written speech”

2. Sadovnikova I. N. “Written speech impairment in younger schoolchildren”

3. Mazanova E. V. “Correction of dysgraphia due to impaired language analysis and synthesis”, “Correction of acoustic dysgraphia”.

Correction and educational process.

Methodical association speech therapist teachers. Azova

1. Organization of information educational space for the exchange of pedagogical experience and methodological support.

2. Generalization of experience.

3. Dissemination of innovative techniques and technologies for correcting speech and mental disorders at work teacher-speech therapist, teacher-defectologist.

4. Improving the professional knowledge and skills of teachers in overcoming speech and mental disorders in preschool children.

Seminars

"Express diagnosis of speech disorders and other higher mental functions in the acute period of cerebrovascular accidents"

“An integrated approach to teaching children with autism spectrum disorder”

Seminar on innovation activities "Kinesiology"

in MBDOU No. 31

“Kinesitherapy in correctional and pedagogical work with OHP children.

Work of the group "Skillful Hands"

Ministry of Education of the Chuvash Republic

Department of Education and Youth Policy

Administration of Novocheboksarsk

Municipal educational institution "Secondary school No. 14

with in-depth study of natural and mathematical subjects"

Portfolio

Stepanova Raisa Kamilievna

(for the period from 2006 to 2009 academic years)

Novocheboksarsk

Personal data. A copy of your higher education diploma. Advanced training over the last 3 years (documents indicating advanced training). Certificates of honor and diplomas (copies for the last 3 years). Certification (copy of certification sheet).

Section 2. "Scientific and methodological activities"

Seminar for speech therapists on the topic “Early childhood autism” at municipal educational institution “Secondary School No. 14.” Health-saving technology is used in the lessons.

Explanatory note to the programs.

Reports at seminars, conferences, pedagogical councils. Open lessons. Self-education and directed scientific and methodological activities on the topic “Neuropsychological diagnostics of speech pathology.”

Section 3. "Extracurricular activities"

Participation in the work of PMPK (preparation of documentation, work with parents). Participation in all school-wide events.

· Work on the formation of the first classes.

· Examination of future first-graders in kindergartens.

Section 4. “Results of teaching activities"

· All children who attended the speech therapy center received appropriate assistance.

Section 5. “Educational and material base”

Section 1. “General information about the teacher”

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Teacher speech therapist

1960 birth

Higher education (graduated from the Moscow Institute of Steel and Alloys, Faculty of Physics and Chemistry with a degree in Metal Science, Equipment and Technology of Heat Treatment of Metals, metallurgical engineer in 1985).

Work experience – 29 years

Teaching experience – 16 years

Work experience at Municipal Educational Institution “Secondary School No. 14” in Novocheboksarsk for 16 years.

Training

No.	date	Advanced training form	Subject	Number of hours	Document confirming advanced training
	11/10/2003 to 06.12.2003	Advanced training courses Chuvash Republican Institute of Education	“Consistent implementation of an integrated approach to identifying and correcting speech disorders”	144 hours	Certificate of advanced training reg. No. 000
	06.08.2007 By 24.08.2007	Short term training Chuvash Republican Institute education on the basis of the interschool methodological center of the Municipal Educational Institution "Secondary School" No. 20"	“Training to organize effective work on using ICT"	72 hours	Certificate of additional professional training " Intel training for the future" CHE No. 07-1947 dated August 24. Certificate of short-term professional development Reg.7492.
	17.08.09 By 27.08.09

Certificates of honor and diplomas

№	Name of the award	Awarded by	Order number
	Certificate of honor	Administration of Municipal Educational Institution "Secondary School No. 14"
	Certificate of honor	Department of Education of the Administration of Novocheboksarsk	Order No. 000 dated 01/01/2001

Certification

No.	Certification date		Validity period of the qualification category	Date and order number
	17.01.2005	Corresponds to the first qualification category.	From 01/01/2005 For a period of five years	No. 5 dated 01/01/2001

Methodological literature at the logopunkt

1. Povalyaeva speech therapist. – Rostov-on-Don: “Phoenix”, 2002.

2. , Herman preschoolers correct speech. – Cheboksary: ​​“Chuvashizdat”, 1980.

3. , Samsonov children with impaired hearing in the family. – Moscow: “Enlightenment”, 1991.

4., etc. Speech therapy. In 2 books. - Moscow: “Enlightenment”, 1995.

5. Gerbova on speech development. – Moscow: “Enlightenment”, 1987.

6. A mess of speech defects in preschoolers. - Moscow: “Enlightenment”, 1971.

7. Grendin Temple. Opening the doors of hope. My experience of overcoming autism. - Moscow: Center for Curative Pedagogy, 1999.

8. Libling a child, Ways of help. - Moscow: Terevinf, 2000.

9. Kosinova E. Speech therapist lessons. Game tests. - Moscow: Eksmo, 2005.

10. Efimenkova of speech sounds in children. - Moscow: “Enlightenment”, 1987.

11. Vygodskaya stuttering in preschoolers in play situations. - Moscow: “Enlightenment”, 1993.

The disadvantage of the programs is that the authors do not provide thematic planning of lessons for working with 4th grade students with speech disorders, when these children have problems memorizing terminology.

Program for 1st grade

(for students with general speech underdevelopment)

This program is built on the basis of the vast experience of many specialists in the field of defectology. Considering the difficulties in the development of all mental processes, a speech therapist teacher helps such children cope with their existing disorders. The most important feature of the program is its connection with the elementary school program, but not its identity.

The program is designed taking into account the implementation of interdisciplinary connections with the 1st grade program.

The leading ideas of the proposed program are:

Classes on orientation in space and time.

Understanding the concept of “word”.

Understanding the concept of “offer”.

Awareness of the concepts of “sound” and “letter”.

Understanding the concept of “syllable”.

Teaching syllable division.

Learning to isolate a stressed syllable.

Teaching reading using the concepts of “first and second row vowels” and “hard and soft consonants.”

Introduction of a sign of softness of a consonant using a soft sign in the middle and at the end.

Teaching writing.

Regardless of the child’s intellectual development (there were cases of the presence of mental retardation children at school), all children learned to write and read. Of course, the quality of writing and reading in children with mental retardation leaves much to be desired, but at this stage, the child, due to his characteristics, is often at the limit of his capabilities.

We carry out all written work in notebooks for speech therapy classes. We carry out tests in test books, in which children work even in the second grade. You can see the gradation from them.

This program is provided with a set of methodological and didactic literature that makes it easy to develop interesting lessons. I use the following literature:

1., “Organization and methods of correctional work of a speech therapist at a school speech center”: A manual for speech therapists. - M.: Prosveshchenie, 1991.

2. “Correction of oral and written speech of primary school students”: A manual for speech therapists - M. Prosveshchenie, 1991.

3. “Formation of the grammatical structure of speech of primary school students for children with severe speech impairments”: A manual for speech therapists and teachers. - M. Prosveshchenie, 1992.

4. “Fundamentals of Speech Therapy”: Textbook for pedagogical institutes. - M. Prosveshchenie, 1989.

5. “Games and game exercises for speech development”: A manual for speech therapist - M. Prosveshchenie.1988.

6. “Correction of speech sounds in children”: A manual for speech therapists - M. Prosveshchenie, 1987.

Program for 2nd grade (for students with special needs)

The program affects the child’s development in all areas: work is being done not only on grammar, but also on the development of vocabulary, lexical-grammatical and syntactic aspects of speech. The educational material is presented taking into account the fact that initial information about sounds and letters, words and sentences obtained in 1st grade will help deepen children’s knowledge. This way they learn about simple and common sentences, about main and minor members, and related words. They will learn to compose stories based on a series of pictures, and will enrich their active and passive vocabulary with knowledge of new words and phenomena and other concepts unknown to children with mental retardation. To further clarify spatial representations, we introduce the concept of “prepositions”, enriching the dictionary with such concepts as “seasons”, “months”, “time of day”.

The educational material helps the child to learn, for example, on the topic “Determining the number of letters and sounds,” also words with “b” at the end, singular and plural, and related words.

The feasibility of this approach is determined by the very concept of concentric learning. Students receive primary information about the basic principles of sentence construction, learn to master vocabulary and grammar without using terminology, which is very difficult for such children not only at this stage, but throughout their entire time at school.

The proposed program includes classes on the following grammar topics:

Ø unstressed vowels, verified by stress.

Ø highlighting the hardness and softness of consonants.

Ø designation of softness of consonants With using a soft sign.

Ø voiced and voiceless consonants.

Ø differentiation of consonants mixed according to acoustic characteristics.

Ø rules for forming sentences, the order of words in them.

Ø division of words into syllables, hyphenation.

Ø spelling of doubtful consonants at the end of a word.

Ø selection of test words.

Ø soft sign at the end of hissing words - spelling cha, sha, chu, schu, zhi, shi.

To develop their language sense, children try to answer the following questions included in the topics listed above:

v “Who lives where?”

v “Who has who?”

v “Without whom who?”

v “Who rides what?” (formation of complex words)

v “Who works for whom?”

v “Select who? What?"

To develop the syntactic side of speech, the stories of the best writers are used (Ushinsky “Ryzhik”, Turgenev “Sparrow”, etc.). This program is provided with a set of methodological and didactic literature presented above.

Program for 3rd grade (for students with special needs)

The program for 3rd grade is designed for the knowledge acquired in 1st and 2nd grades. Much attention is paid to word formation, coordination, and management. Such concepts as “suffix”, “prefixes”, “case” appear. Therefore, the suggested topics for classes are:

word composition

cognates

ending

prefix, forming words using prefixes

suffix, forming words using suffixes

differentiation of prepositions and prefixes

agreement of verbs with nouns in gender and number

agreement of adjectives with nouns in gender and number

cases (each separately).

Work continues to enrich the syntactic side of speech. Declarative, interrogative, exclamatory sentences are considered. Children compose complex sentences from simple ones, compose texts from individual sentences. This program is provided with a set of methodological and didactic literature presented above.

Program for 4th grade (for students with special needs)

The program was developed by school speech therapists together with psychological service workers in Novocheboksarsk. Topics are selected in accordance with the elementary school program in the Russian language (4th grade).

The goal of the program: to develop children's curiosity, desire to learn new things, and increase their creativity potential for enhancing motivation to learn in middle management.

This program covers the following topics:

polysemantic words. words are synonyms. homonym words. antonym words unstressed vowels at the root spelling of double consonants. unpronounceable consonants. differentiation of prepositions and prefixes of parts of speech. case forms. agreement of words in gender and number. sentences with homogeneous members with conjunctions AND, A, BUT and without conjunctions. complex sentences dividing a continuous text into separate sentences. compiling a coherent text from deformed sentences. story-description, story-narration, story-reasoning. compiling a story according to a plan, according to its beginning, according to its end, according to a series of pictures, according to a plot picture. replacement of the narrator's face in the text, retellings with creative elements.

Methodological and didactic material is taken from our own experience and from the literature presented above.

Specifics of a speech therapist's work

There is a need for classes to correct sound pronunciation, for which I use the following plan:

Preparatory stage, the purpose of which is to prepare the speech-auditory and speech-motor analyzers for the correct perception and reproduction of sound, includes the following work:

1. Formation of precise movements of the organs of the articulatory apparatus.

2. Development of fine motor skills of the hands.

4. Practicing reference sounds.

Sound productionthe purpose of which is to achieve the correct sound of isolated sound, includes the following work:

1. Combining the movements and positions of the organs of the articulatory apparatus worked out at the preparatory stage and creating an articulatory base for a given sound.

3.Practicing the pronunciation of an isolated sound.

Sound automation,the goal of which is to achieve the correct pronunciation of sound in phrasal speech, includes the following work:

Gradual, consistent introduction of a given sound into syllables, words, sentences (rhymes, sayings, poems).

To work with children who have phonetic-phonemic speech underdevelopment, the following plan is proposed:

1. Work to correct deficiencies in sound pronunciation:

a) preparation for sound production;

b) sound production;

c) sound automation;

d) differentiation of sound with mixed sound.

2. Development of phonemic awareness:

a) development of the ability to recognize and distinguish non-speech sounds;

b) develop auditory attention and auditory memory;

c) learn to distinguish identical words and sounds, focusing on different pitches, strengths, and timbres of the voice;

d) learn to distinguish words that are similar in sound composition;

e) learn to distinguish phonemes of the Russian language (vowels and consonants).

3.Frontal exercises:

1. Sounds of the Russian language.

These are by no means pretentious words. I’m just very lucky, because I consider myself one of those people for whom professional activity is a favorite pastime, creativity, inspiration, the opportunity to benefit people, and, ultimately, life. And it is impossible to live without a heart, so I put warmth and kindness into my work.

There are many teachers in my family (grandmother, mother, aunt), and since childhood I dreamed of working with children. I also always liked the Russian language, its sonority, melody, and polysemy. Fortunately, having discovered speech therapy, I realized that this is an opportunity not only to continue learning the language myself, but also to help children comprehend all its subtleties, teach children to enjoy the sounds of their native language with the help of fun games, colorful pictures and miraculous movements intertwined with music .

And, despite the fact that there are many difficulties in the work of a speech therapist, I believe that my efforts are not in vain. After all, when you see trust, joy in the eyes of a child and hear the long-awaited sound uttered by him, fatigue recedes, confidence in his abilities, experience, and the desire to work further appear.

Ekaterina Sergeevna Ruzavina – teacher-speech therapist of the first qualification category

Graduated from Moscow State Pedagogical University. IN AND. Lenin in 2002.

Awarded the qualification of oligophrenopedagogist and speech therapist teacher in the specialty “oligophrenopedagogy with an additional specialty of speech therapy.”

Teaching experience since 2003.

Currently I work at the MBDOU TsRR d/s No. 5 “Ryabinka”, Lobnya MO

Training:

1. “Workshop on speech therapy games” Author Nasonova T.R.

ANO "Speech therapist plus" Training center "Speech therapist Master", Moscow, license No. 311553 04/09/2011 (Certificate - 8 hours).

2. Cathedral variable educational module “Preparing children with speech disorders for school”

State educational institution "Pedagogical Academy" Moscow from 09/05/2011 to 12/19/2011 Qualification certificate registration number 29121 PA 72 hours.

Participation in seminars:

1. Participation in the seminar “Solving specific behavioral problems in children: fears, anxiety, aggression, negativism, autostimulation, etc.”

RBOO “Center for Curative Pedagogy”, Moscow 05.23-24.2011 (Certificate – 16 hours)

2. Participation in the seminar “Modern approaches to the correction of stuttering in children”

State Educational Institution Pedagogical Academy, Moscow, 04/07/2012

3. Participation in the April program “Quality of additional education and educational system of the institution” of the First Open Moscow Interregional Festival of Pedagogical Ideas and Solutions in Additional Education of Children 2011-2012, State Academy of Sciences, Russian Academy of Education, Moscow, May 2011- 2012 academic year G.

My achievements:

In March 2013, the first qualification category was assigned.

Training:

1. From 05/18/2015 to 05/30/2015, training at the Federal State Autonomous Institution of Agroindustrial Complex and PPRO in Moscow under the program “Theoretical and methodological problems of modern speech therapy” for 72 hours.

2. From 06.11.2015 to 20.11.2015, training at the State Educational Institution of Higher Education of the Moscow Region "State Humanitarian and Technological University" under the program "Development of professional competencies of a teacher in a preschool educational organization (in the context of the implementation of the Federal State Educational Standard for preschool education)" in the amount of 18 hours.

My achievements:

My personal achievements:

The main directions of correctional and developmental work with children:

Development of articulation organs to improve pronunciation;

Staging and further automation of delivered sounds;

Differentiation of sounds that are similar in articulatory and acoustic characteristics - the formation of phonemic perception.

Development of correct speech breathing, development of speech exhalation;

Work on correctly intonated and rhythmic speech, development of prosody (using the logorhythmic technique);

Correction of the sound-syllable structure of a word;

Expansion and enrichment of the vocabulary, exercise in word formation;

Formation of grammatical structure of speech;

Formation of coherent speech skills (composing stories based on a picture, based on demonstrated actions, based on a series of plot paintings, comparative and descriptive stories, learning to retell).

Teaching elements of literacy;

Development of general motor skills and fine motor skills of the hands, development of grapho-motor skills;

Prevention of dysgraphia, dyslexia;

- Development of such mental functions of thinking, voluntary attention, memory, all types of perception, imagination, spatial orientation, creative abilities of children;

Formation of elements of children’s cognitive activity, development of independence, curiosity, interest in new knowledge.

Forms of organizing work in MDOU:

Frontal exercises;

Subgroup classes;

Individual work with children;

Consulting;

Municipal government preschool-

educational institution kindergarten No. 2, Plast.

Portfolio

teacher-speech therapist

Ryabkova Natalia Alexandrovna

• An educated person is different
• An educated person is different
• An educated person is different
• An educated person is different
• An educated person is different
• An educated person is different
• from the uneducated who continues to count
• their education is incomplete.
• (K. Simonov)

General information

Date of Birth 18.09.1980

Education information: higher Speciality: speech therapy

Qualification: teacher speech therapist

Experience: pedagogical - 15 years, in this educational institution - 1g9m.

Total experience: - 17 years

Work experience as a speech therapist teacher: 9 years 4 months

• Certificate from the Department of Social Protection of the Population of the Plastovsky Municipal District 02/27/2015.
• Certificate of Education Department of the city of Plast, Chelyabinsk region, September 29, 2006.
• Gratitude from the Department of the Ministry of Internal Affairs of the Russian Federation for the Plastovsky District of the Chelyabinsk Region. For an active life position, comprehensive assistance in solving problems assigned to the internal affairs bodies of the Ministry of Internal Affairs of Russia. 20016
• Certificate of honor from the Education Department for participation in the festival “A teacher is a bright planet, when creativity lives in him” 03/19/2016.
• Gratitude from the Head of the Plastovsky Municipal District A.V. Neklyudov for participation in the project competition “Flourishing Land”
• Diploma for 2nd place in the competition of classes and festive events on patriotic education among teachers of preschool educational institutions on September 26, 2016.

Publications on the Internet

Job title

Website

Methodological development:

Presentation “Sounds and Letters”

Publication time

"Speech therapy massage"

http :// nsportal.ru/node/2210210

Electronic portfolio

http :// nsportal.ru/node/22212632

http :// nsportal.ru/natalya-aleksandrovna-ryabkova

education http :// nsportal.ru / natalya-aleksandrovna-ryabkova

creation date 03/15/2016

• Filicheva T.B., Chirkina G.V.. Program of speech therapy work to overcome general speech underdevelopment in children. Moscow, “Enlightenment” 2009.
• Nishcheva N.V. System of correctional work in a speech therapy group for children with general speech underdevelopment. - St. Petersburg: CHILDHOOD - PRESS, 2004.
• Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the senior group for children with general speech underdevelopment. 3rd level - M.: Gnom - Press, 1999.
• Kislova T.R. “On the road to the ABC”, Methodological recommendations for educators, teachers and parents for parts 3 and 4. Scientifically edited by R.N. Buneeva, E.V. Buneeva. –M.: “Balass”, 1999.
• Arbekova N.E. We develop coherent speech in children 6-7 years old with OHP. Notes of frontal speech therapist classes - M.: GNOM Publishing House, 2011.

• Nishcheva N.V. Notes of subgroup speech therapy classes in the senior group of kindergarten for children with special needs development. –SPb.: DETSVO-PRESS 2007.
• Kuznetsova E.V., Tikhonova I.A. development and correction of speech of children 5-6 years old: Lesson notes. – M.: TC Sfera, 2004.
• Pozhilenko E.A. The magical world of sounds and words (a manual for speech therapists). - Humat. Ed. VLADOSS Center. – M.: 1999.
• Arbekova N.E. We develop coherent speech in children 6-7 years old with OHP. Planning the work of a speech therapist in a preschool group. – M.: GNOM Publishing House, 2011.
• Arbekova N.E. We develop coherent speech in children 6–7 years old with ODD. Albums 1,2.3. – 2nd ed., revised. – M.: GNOM Publishing House, 2012
• Teremkova N.E. Speech therapy homework for children 5-7 years old with OHP. Albums 1 -4. – M.: Publishing house “GNOM and D”, 2009.

Modern educational technologies and methods used

The development of preschool education and the transition to a new qualitative level cannot be carried out without the development of innovative technologies. Innovation determines new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities.

In my activities I widely use information and computer technologies (ICT), systematically using them in preparation for classes. The most widely used are: Internet resources, multimedia presentations, electronic textbooks. Full-screen voiced videos and animations and high-quality photographs provide rich illustrative material.

The use of modern educational technologies and methods is the key to high results of correctional work.

Technologies and techniques

Purpose of use

Health-saving

Stimulates brain function, regulates neuropsychic processes.

technologies and techniques

technologies.

2. Visual gymnastics.

Description of implementation

Relieves eye strain

3.Relaxation

Breathing exercises on individual, frontal, subgroup nodes on lexical topics.

Results of use

into teaching activities

promotes the training of hand-eye coordination.

1. Breathing exercises

Exhale forcefully and for a long time. Lower diaphragmatic breathing, organization of speech during exhalation. Differentiation of oral and nasal exhalation.

Use of exercises after

Relieves tension and anxiety.

10 minutes of hard work

Prevention of myopia.

It is one of the stages of working in a node.

Develops the ability to control your body,

control your emotions, feelings, sensations.

4. Mimic gymnastics.

Promotes communication,

5.Dynamic pauses combined with

emotional development

Executed on every node,

6. Gymnastics for fingers.

speech material.

Development of general motor skills,

in front of a mirror, by imitation or verbal instructions

Clearer facial expression

Development of fine motor skills and

Physical exercises on lexical topics.

coordination of movements and speech, relieving muscle tension.

Increased performance,

self-care skills, manipulation of objects, manual dexterity, removal of synkenesis and muscle tension

Croupotherapy, sand therapy,

prevention of poor posture and flat feet.

su-jok, mosaics, massage balls, games with clothespins, counting sticks, and reels.

Directly proportional dependence

development of fine motor skills and speech.

7.Psycho-gymnastics.

8. Fairytale therapy when performing

Teaching Children Expressiveness

Normalization of speech motor skills,

articulatory gymnastics.

9.Bioenergoplasty.

movements, training of psychomotor functions, reduction

Games and studies on a node. emotional stress.

emotional development.

Activation of intellectual activity,

10. Self-massage facial and

Fairy tales on lexical topics on node.

Development of the emotional sphere,

development of coordination, fine and articulatory motor skills.

reflections of feelings.

Stimulation and activation

finger muscles.

Speech combined with hand movements. Performing articulatory gymnastics is accompanied by identical hand movements

Improving pronunciation skills.

Speech improves.

muscle tone.

Sets of exercises for nodes,

as one of the stages of work.

Strengthening facial muscles,

formation of tactile sensations, speech development.

Problem-based learning technology

Development of cognitive activity.

Concentrated learning technology

Consistent, focused

Creating the closest possible

" Developmental education technology .

setting cognitive tasks for students.

Active acquisition of knowledge.

to the natural psychological characteristics of human perception of the structure of educational activity.

Thematic planning.

Development of personality and its abilities

In-depth and comprehensive mastery of the material.

Orientation of cognitive activity

on the child's potential.

Development of all components of the language system.

Differentiated learning technology

Creating optimal conditions

Game-based learning technology

to identify and correct speech disorders.

Mastering the program on various

Development of imagination, attention,

planned levels.

Clear sound pronunciation

memory, speech, thinking, ability to compare, contrast, find analogies.

Didactic and verbal games,

sufficient vocabulary, grammatically correct sentences and statements.

games for the development of mental processes, phonemic hearing and sound analysis, syllable structure, literacy training

Increased cognitive activity,

formation of motivation for educational activities.

Cabinet passport

• General information about the speech therapy room
• Organization of the educational process (cyclogram of working hours, list of children studying in a speech therapy group, etc.)
• Information about the main blocks of materials in the speech therapist’s office:

Availability and characteristics

• software;
• methodological literature;
• teaching materials;
• didactic games and aids;
• information and technical support;

• Ensuring safety conditions
• Speech therapist documentation
• Information about the equipment of the office room

Speech therapy constructor

Areas of work with the logo designer:

Massage with prickly and smooth objects.

Select and name: fluffy, smooth, prickly, soft, etc. words.

Match the attribute to the object (Touch it and say: “Which one?”

Associations (What does it look like?, What does it remind you of?).

Write a story (“The fluffy kitten walked along a long path and met a prickly hedgehog...”).

Participation of students in competitions and quizzes

"Mosaic of Childhood"

Craft from modular origami “Bunny”

"Khokhloma painting"

Painting cutting boards

Working with parents

Goal: to attract parents to participate in the pedagogical process in the conditions of a speech therapy group at a preschool educational institution.

The correctional and developmental process is impossible without the participation of parents, therefore it is necessary for them to conduct consultations, at which they should talk about the characteristics of the child’s development at the moment, risk factors and the main directions of correctional and developmental work with them, as well as study and analyze subject-subject relationships in the family, as a condition for the prevention of speech disorders. In practice, it is noted that unjustified parental ambitions cause stress in children, provoke neuropsychiatric diseases, and discourage the desire to engage in speech correction. Therefore, it is necessary to increase the level of harmonization of parent-child relationships.

Organizational and methodological work

month

Name of the event (ME meeting, teachers' council, seminar, conference, etc.) in which the teacher took part as a speaker,

Participation form

Document confirming participation:

Participation in the festival “Teacher is a bright planet, when creativity lives in it”

(listener, speaker, presenter of a round table, section, etc.)

indicating the status

1 Participation in the support group in the regional competition “Teacher of the Preschool Educational Institution of the Plastov Municipal District” (2016)

participant

participant

Output and

protocol, diploma, certificate, certificate,

(international, all-Russian, regional, city, etc.)

(if any)

volume in printed sheets(if published)

Participation in a competition of classes and festive events on patriotic education among teachers of preschool educational institutions

Participation in the project competition “Blooming Land”, “City in Flowers”

project Manager

Open parent meeting

in a non-traditional form "Let's get acquainted"

Certificate, Gratitude.

Correct, beautiful speech is the key to future success.

The ability to speak beautifully, competently and succinctly always and in any society was considered not just a manifestation of good upbringing, but was extremely necessary for making a good impression, acquiring new profitable acquaintances and forming a positive opinion about a person.

“Speech is an amazingly powerful tool, but you need to have a lot of intelligence to use it. » Georg Wilhelm Friedrich Hegel

“Speech is the decoration of the soul.” Lucius Annaeus Seneca (younger)

• Section 1. General information about the teacher(Education, specialty, work experience, certificates of individual achievements, essay)
• Section 2. Scientific and methodological activities, social and professional activity(Increasing the level of teaching qualifications, work on generalizing and disseminating one’s own teaching experience, methodological support, methodological piggy bank)
• Section 3. Educational and material base(Passport of the speech therapy office)
• Section 4. Participation in events

Participation in events

Preschool educational institutions and district

Speech therapist teacher

Definition and main purpose of a portfolio

A portfolio is a tool for monitoring professional achievements. A portfolio is a storage folder in which materials are placed that reflect the employee’s achievements in his professional activities and his effective professional and social experience over a certain period of time (during the entire certification period, from certification to certification).

A portfolio allows a speech therapist to analyze, summarize and systematize the results of his work, objectively assess his capabilities and plan actions to overcome difficulties and achieve better results.

The materials presented in the portfolio are considered as evidence of the professionalism and effectiveness of the speech therapist’s work, confirming the grounds for certification, as well as allowing conclusions to be drawn when conducting an examination for compliance with the declared qualification category.

Structure and content of the portfolio

The portfolio should reflect the subject position of the person being certified as a professional, which is expressed in the ability to solve professional problems using professional knowledge and skills, various mastered methods of activity. At the same time, methods for solving professional problems, tactics and strategies for a teacher’s professional behavior may differ significantly.

The main sections of the portfolio, which are primarily assessed by experts, are:

1. The effectiveness of correctional activities, which examines the characteristics of the quality of speech therapy intervention provided by a specific speech therapist teacher;

2. Characteristics of professional (scientific and methodological) activities as a condition for ensuring the quality of correction, which examines the indicators of a teacher-speech therapist’s proficiency in modern technologies, indicators of involvement in methodological work, indicators of innovative (project) scientific and research activities.

In addition to the main sections, the portfolio should include such sections as: general information about the teaching staff, copies of documents and a table of contents. These sections allow you to structure your portfolio materials in such a way that experts can quickly navigate through the presented materials.

Work principles on portfolio design

1. Systematic and regulatory nature of self-monitoring.
2. Credibility.
3. Objectivity.
4. The author's focus on self-improvement.
5. Structuring of materials, logic and conciseness of all written explanations.
6. Neatness and aesthetics of design.
7. Integrity, thematic completeness of the presented materials.
8. Visibility of work results.
9. Manufacturability.

Portfolio requirements

1. When creating a portfolio, you should take into account the basic requirements. Thus, it is necessary to have a clearly formulated table of contents (with names of materials, page numbers, etc.).

2. Volume of portfolio materials - folder - 30 (70) files.

3. The text is placed on one side of a sheet of white A4 paper, observing the following margin sizes:
- left - at least 30 mm,
- right - at least 10 mm,
- top - at least 20 mm,
- lower - not less than 15 mm.
When using computer typing, printing is done in 13 point font. Line spacing is one and a half.

Portfolio structure and content

The certification includes the following mandatory sections:

1 section

(landmarks and grounds)

2. General information about the teaching staff

3. Copies of documents

Section 2

(Performance and quality - student dynamics)

4. Effectiveness of teaching activities

Section 3

5. Scientific and methodological activities

6. Educational, material and technical base

The content of the main sections depends on the specifics of the speech therapist’s activities and is filled with materials at his discretion. It is necessary to pay attention to the fact that all materials presented in the portfolio must be supported by copies of documents or certified by relevant people. You should not include the full texts of author’s programs, methodological developments and other voluminous materials in your portfolio; it is enough to provide a list and generalized data.

SECTION I

(landmarks and grounds)

2. General information about the teaching staff

· FULL NAME. Date of Birth.

· Information about education.

· Work experience: general labor, pedagogical, (psychological), in the specified educational institution.

· Position held (indicate since when).

· Full name of the educational institution in which he currently works (indicate postal and email addresses; telephone numbers).

· Awards, certificates, letters of gratitude. Documents (orders) confirming the presence of diplomas, academic degrees, honorary titles, awards, certificates and letters of gratitude.

· Membership in commissions and expert groups (certification, Unified State Examination, State Examination, State Examination, Conflict, PMPC, etc.)

· Advanced training (over the last 5 years).

· Contact phone number and email address.

Compiled on a separate sheet (electronically), all information (except contact phone number and email address) must be confirmed by electronic copies of documents presented in the portfolio section “Copies of documents”.

3. Copies of documents

This section should contain copies of the following documents:

· Diploma(s) of education (without insert, diploma of basic pedagogical education, diploma of retraining and additional education);

· certification sheet;

· documents confirming state awards and titles; certificates of honor, letters of gratitude;

· certificates of generalization of work experience;

· certificates, certificates and certificates of advanced training;

· orders on membership in commissions and expert groups.

Compiled in electronic form, in a separate folder “Copies of documents”.

IICHAPTER
(programs, pedagogical technologies, methods, techniques)

1. Professionalism of the speech therapist teacher in the selection of educational and methodological tools and technologies for correctional work;

Given:

1) justification for the choice by a certified speech therapist teacher of a correctional program or pedagogical technology, methodology, method, technique or application in his practice of certain means of speech therapy diagnostics to assess the results of speech therapy intervention (on the topic of self-education);

2) description of the program itself, pedagogical technology, methods, techniques, pedagogical diagnostics, etc.;

3) description of the stages of work to implement the program, technology, methodology, etc.;

5) justification for the choice of the corrective educational technologies used by the certified speech therapist teacher;

6) the use of information and communication technologies in the correctional process, technologies for teaching children with developmental problems, etc.;
It is advisable to reflect.
How many:

· the methodological collection contains _____ presentations.

· of which own developments - _____

· tests - ___________

· electronic aids - _______

· ________ classes were conducted using ICT

7) materials are posted illustrating the work on the correctional program, pedagogical technology (methodology, method, etc.):
notes or fragments of correctional classes.

8) to demonstrate planning skills, you can include annual or daily work plans, provided with the necessary comments.

IIICHAPTER
(Efficiency, quality, dynamics)

1. Effectiveness and quality of correctional work

The materials in this section should give an idea of ​​the dynamics of the results of speech therapy in the correctional work of a certified speech therapist teacher for at least 3-5 years.

This section contains:

1) materials on the results of children mastering speech therapy programs to overcome oral speech disorders (phonetic, phonetic-phonemic; general speech underdevelopment) or written speech and the formation of their key competencies;

2) the results of work on a given pedagogical technology, technique, method, technique, etc.

3) a comparative analysis of the activities of a speech therapist over 3 years in the correction and (or) formation of oral or written speech;

IVCHAPTER

(means and methods for achieving quality and results)

1. Scientific and methodological activities

This section contains documents (certificates, orders, expert opinions) and other materials that testify to the characteristics of pedagogical work experience, its dissemination in the course of professional interaction, and the results of research work. It is necessary to submit materials confirming:

· list of master classes,

· participation in innovative and experimental activities (experimental sites, laboratories, etc.);

· conducting scientific research;

· writing candidate or doctoral dissertation manuscripts;

· availability of publications;

· participation of a speech therapist in professional and creative pedagogical competitions, conferences, pedagogical readings, methodological and subject weeks, grant projects, etc. ;

· work in the methodological association of speech therapists (school, city and district levels), cooperation with the regional methodological center, universities and other institutions;

· organizing and conducting open speech therapy classes, seminars, round tables, master classes and other events;

· thematic parent meetings.

· Information about the methods used by the speech therapist to disseminate the work experience summarized and presented in the portfolio:

Publications,

Internet posting

2. Educational, material and technical base (presentation of the speech therapy room)

o text representation of the account (2-3 sheets)

o cabinet photos

This section contains an extract from the classroom passport (if available), which records:

· availability of dictionaries, reference books on the subject;

· availability of visual aids (layouts, tables, diagrams, illustrations, speech profiles, etc.);

· availability of didactic material, collections of exercises, examples of abstracts and essays, etc.;

Availability of audio and video aids;

· Availability of technical teaching aids (TV, VCR, stereo system, projector, interactive board, etc.);

Availability of a computer and computer training tools (computer programs and simulators) :

The methodological collection contains _____ presentations.

Of these, own developments - _____

Tests - ___________

Electronic manuals - _______

________ classes were conducted using ICT

· other documents at the request of the speech therapist.

The portfolio is presented in electronic and paper format. The teaching worker himself chooses those achievements that, in his opinion, can be included in his portfolio.

The portfolio is submitted to the expert group for certification no later than two weeks before the qualification test.

Self-presentation of speech therapist teacher Gaidaenko Olesya Anatolyevna

Investment

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