Interaction between a speech therapist and a teacher in correction process on speech development in preschoolers
The methodological material is recommended for educators, speech therapists and other preschool specialists.
The joint work of the speech therapist and the teacher should be carried out in the following areas:
- timely examination of children in order to identify their level mental development, features of memory, thinking, attention, imagination, speech;
- ensuring flexibility of pedagogical influences on students, taking into account the changing capabilities of students based on correctional work;
- planning individual work with each child;
- development of cognitive interests, cognitive activity based on mastering the surrounding reality;
- children’s mastery of communicative means of communication.
The interaction between a speech therapist and a teacher is especially necessary when organizing a personal approach to children, since during its organization it is necessary to create the following pedagogical conditions:
- see each child as a unique personality;
- design situations of success for each child in the educational process;
- study the causes of children's ignorance and eliminate them.
The interaction between a speech therapist and a teacher is also necessary because eliminating speech defects requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and social. An integrated approach to overcoming speech impairment involves a combination of correctional pedagogical and therapeutic work, and this requires the interaction of a speech therapist and a teacher.
Unfortunately, such interaction between a teacher and a speech therapist is not implemented in many kindergartens. This depends on many reasons, but first of all on the management of the kindergarten, on the personal characteristics of the speech therapist and teacher, on their desire to improve the process of speech development of preschoolers.
Scientists have studied and investigated specific types of interaction between a speech therapist and a teacher.
So, together with a speech therapist, the teacher plans classes on speech development, familiarization with the outside world, preparation for literacy and preparing the hand for writing. Continuity in the work of a speech therapist and teacher involves not only joint planning, but also the exchange of information, discussion of children’s achievements, both in speech and in other classes. On the basis of such interaction, the teacher performs, in addition to general educational tasks, a number of correctional tasks, the essence of which is to eliminate deficiencies in the sensory, affective-volitional, and intellectual spheres caused by the characteristics of the speech defect. At the same time, the teacher turns his attention not only to correcting existing deficiencies in the child’s development, to enriching ideas about the environment, but also to further development and improving the performance of safe analyzers. This creates the basis for favorable development compensatory possibilities child, which ultimately affects the effective acquisition of speech.
Compensation for a child’s speech underdevelopment, his social adaptation and preparation for further education at school dictate the need to master, under the guidance of a teacher, those types of activities that are provided for in the programs of a mass general developmental kindergarten. Special attention The teacher should pay attention to the development of perception (visual, auditory, tactile), mnestic processes, accessible forms of visual-figurative and verbal-logical thinking, motivation.
An important aspect of a teacher’s work is the development of cognitive activity and cognitive interests in children. In this case, it is necessary to take into account the peculiar lag in the formation of cognitive processes in general, which develops in children under the influence of speech underdevelopment, narrowing of contacts with others, incorrect methods of family education and other reasons.
Correct, pedagogically justified interaction between a teacher and a speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a friendly, emotionally positive environment in kindergarten. Psychological atmosphere V children's team strengthens children's faith in their own capabilities, allows them to smooth out negative experiences associated with speech inferiority, and develop interest in classes. To do this, the educator, like the speech therapist teacher, must have knowledge in the field developmental psychology, individual psychophysical differences in preschool children. They need to be able to understand various negative manifestations of children’s behavior, and notice in time signs of increased fatigue, exhaustion, passivity and lethargy. Properly organized psychological and pedagogical interaction between the teacher and children prevents the appearance of persistent unwanted deviations in their behavior and forms friendly relationships.
The work of a teacher on speech development in many cases precedes speech therapy classes, prepares children to perceive material in future speech therapy classes, providing the necessary cognitive and motivational basis for the formation of speech knowledge and skills. In other cases, the teacher focuses his attention on consolidating the results achieved by children in speech therapy classes.
The task of the speech therapy group teacher It also includes daily monitoring of the state of children’s speech activity in each period of the correction process, monitoring the correct use of sounds assigned or corrected by a speech therapist, learned grammatical forms, etc. Particular attention of the educator should be paid to children with a late onset of speech activity, with aggravated medical history, and characterized by psychophysiological immaturity.
The teacher should not focus children's attention on the occurrence of possible errors or hesitations in speech, repetitions of the first syllables and words. Such manifestations should be reported to a speech therapist. The responsibilities of the teacher also include good knowledge of the individual characteristics of children with disabilities. general underdevelopment speech, reacting differently to their defect, to communication difficulties, to changes in communication conditions.
The teacher’s speech is important in everyday communication with children. It should serve as a model for children with speech disorders: to be clear, extremely intelligible, well intonated, figuratively expressive and grammatically correct. Should be avoided complex structures, phrases, introductory words that complicate the understanding of speech.
The specificity of the work of a teacher when interacting with a speech therapist is that the teacher organizes and conducts classes on the instructions of the speech therapist. The teacher plans individual or subgroup lessons with children in the second half. 5-7 children are invited to an evening speech therapy session. The following are recommended types of exercises:
- consolidation of well-placed sounds (pronunciation of syllables, words, sentences);
- repetition of poems, stories;
- exercises to develop attention, memory, logical thinking, phonemic awareness, skills sound analysis and synthesis;
- activation of coherent speech in a conversation on familiar lexical or everyday topics.
In the process of correctional work, the teacher pays great attention development of fine motor skills. So, during extracurricular time, you can invite children to put together mosaics, puzzles, figures from matches or counting sticks, practice untying and tying shoelaces, collect scattered buttons or small objects, pencils different sizes. Children can be offered work in notebooks to develop writing skills, recommended for children with speech disorders.
Special place The teacher's work involves organizing outdoor games for children with speech disorders, due to the fact that children in this category are often somatically weakened, physically intolerant, and quickly get tired. When planning work on organizing play activities, the teacher must clearly understand the reality of the physical capabilities of each child and differentiated selection of outdoor games. Outdoor games, which usually form part of physical education and music classes, can be played during a walk, at holiday matinees, or during entertainment hours.
Games with movement must be combined with other types of children's activities. Outdoor games simultaneously help the successful formation of speech. They often contain sayings and quatrains; they can be preceded by a counting rhyme for choosing a driver. Such games also contribute to the development of a sense of rhythm, harmony and coordination of movements, and have a positive effect on the psychological state of children.
The work of a teacher in teaching children role-playing games is also a necessary element of his pedagogical activity. In role-playing games, the teacher activates and enriches the vocabulary, develops coherent speech, and teaches ritual interaction in social and everyday situations familiar to the child (doctor’s appointment, shopping in a store, traveling on public transport, etc.). Role-playing games contribute to the development of communication and speech skills, stimulate children’s sociability, and develop social skills and abilities.
Having studied the scientific literature on the interaction between a teacher and a speech therapist in kindergarten on the development of speech in children with speech disorders, I came to the following conclusions.
1.
Together with the speech therapist, the teacher plans classes on speech development, familiarization with the outside world, preparation for literacy and preparing the hand for writing. Continuity in the work of a speech therapist and teacher involves not only joint planning, but also the exchange of information, discussion of children’s achievements, both in speech and in other classes.
2.
In addition to general education, a teacher in specialized kindergartens also performs a number of correctional tasks, the essence of which is to eliminate deficiencies in the sensory, affective-volitional, and intellectual spheres caused by speech defects. The teacher should pay special attention to the development of perception, visual-figurative and verbal-logical thinking, and the development of interest in knowledge.
3.
Pedagogically justified interaction between a teacher and a speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a friendly environment in a specialized group of a kindergarten. The psychological atmosphere in the children's team strengthens children's faith in their own capabilities and allows them to smooth out negative experiences associated with speech impairment.
4.
The work of a teacher on speech development in many cases precedes speech therapy classes, prepares children to perceive material in future speech therapy classes, thereby providing the basis for the formation of speech knowledge and skills. In other cases, the teacher focuses his attention on consolidating the results achieved by children in speech therapy classes.
5.
The teacher’s task includes daily monitoring of the state of children’s speech activity. The teacher’s speech is important in everyday communication with children. She should serve as a model for children with speech disorders.
6.
The interaction between a speech therapist and a teacher is necessary because eliminating speech defects requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and psychological.
Abbakumova S.I.,
teacher speech therapist
Chelyabinsk
INTERACTION IN THE WORK OF TEACHERS AND Speech therapists in preschool educational institutions
FOR CHILDREN WITH SPEECH IMPAIRMENTS
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- Work of a teacher in groups for children with physical disabilities
ONR
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- Continuity between a speech therapist and educator in a speech therapy group
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LITERATURE
Applications
Most children with developmental disabilities require the intervention of a number of specialists: speech therapists (speech therapists, audiologists, oligophrenopedagogues, teachers of the deaf), doctors, psychologists. Each of these specialists is necessary for the child, but none of them can replace the other, and therefore desired success can only be achieved if their efforts are united, i.e. if the impact is complex. At the same time, not only the treatment itself, education and upbringing of the child are very important; but also the definition of the type of institution where they should be carried out: specialized children's homes, preschool and school institutions for mentally retarded children, the blind, the deaf; for children with delayed speech development.
IN job responsibilities A speech therapist includes working closely with teachers and educators, attending classes and lessons, consulting teaching staff and parents (persons replacing them) on the use of special methods and techniques to assist children with developmental disabilities.
1. Work of a speech therapist with preschool teachers
The speech therapist should pay special attention to organizing work with teachers in all groups of the kindergarten, starting with the second youngest group.
Experience shows that the organization preventive work helps reduce the number of phonetic disorders in children. First, the speech therapist conducts subgroup classes with children, and then teachers, on the instructions of the speech therapist, conduct similar classes independently. During classes, the speech therapist offers various exercises to develop speech breathing and voice, articulation and fine motor skills.
To implement the relationship in the work of the speech therapist and the teacher, it is recommended to use an interaction sheet and a fine motor skills examination card (see Appendices).
A sheet of interaction between a speech therapist and a teacher on the automation of assigned sounds will help the teacher see what sounds the speech therapist is working on with each child in the group, and control the correct pronunciation of these sounds by children during routine moments.
A speech therapist conducts diagnostics of children's fine motor skills. Analysis of the results will allow us to develop a number of exercises for children whose fine motor skills are lagging behind. age norm. The teacher performs these exercises with children as part of his classes.
Also in the preschool educational institution you should keep a “Notebook of the relationship between the speech therapist and the teacher.” In this notebook, the speech therapist writes down tasks for the teacher to speech therapy work with individual children (from 3 to 6 people). For example, individual articulation exercises, analysis of subject and plot pictures specially selected by the speech therapist, repetition of texts and poems previously worked out with the speech therapist. You can include various options for exercises to develop attention, memory, distinguish sounds, and form lexical and grammatical components of the language. All types of tasks should be familiar to children and explained in detail to the teacher. In the accounting column, the teacher notes how the children learned the material, who had difficulties and why.
2. Interaction between a speech therapist and a teacher when working with children with functional disabilities
The speech therapist and educator work together on the development of speech of children with functional disabilities, guided by general requirements standard program training and education. Elimination of gaps in children’s speech development is carried out mainly by a speech therapist (section “Formation of pronunciation and speech development”).
The main areas of work on the development of children’s speech are:
formation of full-fledged pronunciation skills;
development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age.
As the child moves in the indicated directions, the following is carried out using corrected speech material:
development in children of attention to the morphological composition of words and changes in words and their combinations in a sentence;
enriching children's vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;
instilling in children the ability to correctly compose a simple common sentence, and then difficult sentence; use different designs sentences in independent coherent speech;
development of coherent speech in the process of working on a story, retelling, with the formulation of a certain correctional task for automating phonemes specified in pronunciation in speech;
formation of basic writing and reading skills special methods based on corrected sound pronunciation and full phonemic perception.
It is important to note that the development of basic writing and reading skills is one of the effective ways to develop oral speech for children with functional disabilities.
At the same time, the teacher conducts classes in which the vocabulary of preschoolers is expanded and clarified, and colloquial, descriptive and narrative speech is developed. All indicated directions in speech correction work are interconnected.
In accordance with the “Regulations on preschool institutions and groups of children with speech impairments,” each group has a speech therapist and two teachers. The speech therapist conducts speech therapy work with children frontally, with subgroups and individually every day from 9.00 to 12.30. Time from 12.30 to 13.00 is allocated for filling out speech therapy documentation (frontal plans, individual notebooks, planning tasks for the teacher in the evening, etc.), preparing for frontal classes, selecting and preparing teaching aids. Number of front speech therapy sessions depends on the period of study: in the first period - 2 lessons, in the second - 3, in the third - daily. In the afternoon, the teacher works with the children for 30 minutes on the instructions of the speech therapist. Due to the need for corrective speech therapy classes, some teacher classes are postponed to the evening ( exemplary mode day in the senior group).
Correct maintenance of speech therapy documentation is necessary to monitor the process of correctional work and evaluate the effectiveness of the techniques used. During the academic year, in addition to the main documentation, the speech therapist also prepares a “Notebook of working contacts between the speech therapist and the teacher,” in which the speech therapist records individual assignments for evening classes and determines specific requirements for selection speech material depending on the stage of correction. The teacher notes the peculiarities of performing the proposed training exercises and the difficulties encountered by each child.
Work of a teacher in groups for children with physical disabilities
The work of a teacher in groups for children with physical disabilities has its own specifics. The teacher’s task is to identify the degree to which children are lagging behind in mastering program material for all types of educational and play activities. This is necessary to eliminate gaps in children’s development and create conditions for successful learning among normally developing peers. For this purpose, in the first two weeks, the teacher determines the children’s capabilities in speech, visual, constructive activities, in mastering counting operations, etc.
Together with a speech therapist, the teacher analyzes the characteristics of children’s speech development. The teacher should have an idea of whether the child uses a short or extended form of expression, whether he has different types of coherent speech that are accessible to children of the older group by age: a retelling of a picture, a series of pictures, a description, a story from personal experience, etc.
When assessing the state of skills in these areas, general educational program requirements for this age group should be taken into account. Based on the heterogeneity of the composition of children in FFN groups, due to different etiologies of the disorder and sociocultural factors, it is important, as a result of the initial examination, to differentially assess the degree of lag in learning educational material, offered for the middle and senior groups of a general developmental kindergarten. Possible different variants Compliance with software requirements: fully compliant, lagging behind, significantly lagging behind. After the examination, the teacher gets an idea of the state of each child’s skills in the following areas: elementary mathematical concepts, speech, visual activities, constructive activities, play activities, motor skills, musical and rhythmic abilities. This will make it possible to strengthen their correctional focus during classes and implement a targeted individual approach.
At the pedagogical council, the speech therapist and teacher report the results of the examination and collectively discuss the choice of a standard program and options for its implementation, taking into account the children’s capabilities. The presented speech material must be correlated with the level of phonetic, phonemic and general speech development of children. Excessive speech loads can negatively affect the correction process.
Classes aimed at developing children’s correct coherent speech (clarification and expansion of vocabulary, improving the grammatical structure of speech) are conducted throughout the year by both a teacher and a speech therapist.
The process of upbringing and teaching in kindergarten provides for a certain range of knowledge about the world around us and a corresponding amount of vocabulary, speech skills and abilities that must be acquired by children at this age stage.
It should be noted that the speech therapist and the teacher, working on the development of children’s speech, do not replace, but complement each other.
The teacher focuses on the program material offered for a given age level of children in a general developmental preschool educational institution. He teaches the native language in class and guides the development of children’s speech outside of class. Everyday life(in games, in everyday life, on walks), taking into account the peculiarities of children’s speech development. The process of learning a native language has some originality.
At the beginning of training, the teacher uses mainly methods and techniques for developing speech that do not require children to express themselves in detail. Yes, it is widely used visual method training, for example, excursions, introducing children to certain objects, showing pictures and videos. The use of verbal teaching methods is limited mainly to reading to children works of art, stories from the teacher, conversations. The teacher pays great attention to the development dialogical speech. This includes various shapes questions and answers: a short answer, a detailed answer (somewhat later), understanding of various options for a question, the ability to maintain a conversation with an interlocutor. At the same time, in the second half of the year, much attention is paid to the development of the main types of monologue speech.
The main directions of work of a speech therapist and teacher under this program are the formation of a full-fledged phonetic language system in children, the development of phonemic perception and initial sound analysis skills, the automation of auditory pronunciation skills and abilities in different situations, development of skills for changing the prosodic characteristics of independent utterances depending on speech intentions.
A preschool teacher of a compensatory type carries out the corrective orientation of education and training in the classroom and during extracurricular time. Must be observed general approach to the selection of speech material in speech therapy classes and teacher classes. At the same time, the teacher has greater opportunities to consolidate the achieved speech skills in children's activities and in didactic games that represent a synthesis of games and activities.
It is known that a child’s communicative activity is manifested in the child’s interaction with adults and peers most clearly in play activities.
Preschoolers with FFN are characterized by difficulty in establishing contacts and a slow reaction to the actions of a communication partner. Some children with FFN are characterized by stereotypic ways of communication, their monotony, and emotional immaturity. The teacher should specifically create situations that require the child to demonstrate different forms of communication - situational-business, cognitive, personal. It is necessary to identify when the child shows the greatest activity, interest, and in what situation he feels most free. The teacher must demonstrate patterns of communication, involve passive children, and maintain speech activity. An adult must encourage children to engage in dialogue, encourage sociability, and maintain pedagogical tact.
The teacher needs to listen carefully to the children’s speech and know well which sections of pronunciation correction in this moment speech therapist works. Special requirements are placed on methods for correcting phonetic and grammatical errors. The teacher should not repeat the wrong word or form after the child, he should give a speech sample. If an error occurred in the speech material that was mastered by the main group, then the child should be asked to pronounce the word correctly. IN otherwise It is better to limit yourself to clearly pronouncing the sample. If the error is common and occurs in many children, you need to discuss it with a speech therapist.
It is important to teach children, under the guidance of a teacher, to hear grammatical and phonetic errors in their speech and correct them independently.
The teacher should encourage children to correct mistakes on their own. In speech situations that have emotional character(game, lively dialogue) so-called delayed correction is used. In relation to children with manifestations of speech negativism, error correction is carried out without fixing the attention of the entire group.
When introducing children to the world around them, the teacher draws attention to the names of objects and items. At the same time, in addition to the age capabilities of the children, the state of the phonetic side of speech, corrected by a speech therapist, is taken into account. IN active dictionary words are introduced that are accessible by their sound-syllable structure. The teacher must monitor their clear and correct pronunciation, since, in addition to general developmental tasks, he also implements correctional tasks - he actively consolidates pronunciation skills.
Formation of graphomotor skills
Special time should be allocated in the clock grid for the development of graphomotor skills in children. This lesson is conducted by the teacher. This process includes the development of a number of skills and abilities. Quite a lot important role Among them, the development of spatial orientation plays a role, especially orientation on a sheet of paper. Solving this problem is impossible without a certain level of development of visual perception and the ability to accurately coordinate hand movements.
In the process of developing graphic skills, children develop voluntary attention and memory. Children learn to listen carefully and remember the teacher’s explanations, work independently, evaluate their own work and the work of others. At all stages of learning, exercises are not a mechanical repetition of the same processes or movements, but a conscious, purposeful activity of the child. At the same time, the teacher constantly monitors the correct fit and position of the child’s hands.
Before starting a lesson, it is advisable to include exercises to train the movements of your fingers and hands. Elements of finger gymnastics can also be included in the course of the lesson as a physical education lesson.
Continuing the development of skills acquired by children in drawing, appliqué, and design classes, the teacher teaches children to navigate on a sheet of paper - to be able to identify parts of a sheet of paper and the location of a drawing on it.
Developing the skill of accurately coordinating the movement of the hand is carried out by performing various tasks: drawing lines in a limited space, correct, accurate tracing and shading of figures. Checked notebooks are used for sketching, tracing and shading figures.
The complication of the material of both visual and auditory dictations consists in an increase in the number of elements and their more complex arrangement, as well as in an increase in elements that are differently colored.
3. Interaction between a speech therapist and a teacher when working with children with GENERAL SPEECH UNDERDEVELOPMENT
Transferring new positive experience received by a child in correctional classes, into real life practice is possible only if the child’s closest partners are ready to accept and implement new ways of communication and interaction with him, to support the child in his self-development and self-affirmation.
An important condition for the effectiveness of organizing teaching and development activities directly in the classroom will be how consistently didactic principles are implemented:
1. Development of dynamic perception.
2. Productivity of information processing.
3. Development and correction of higher mental functions.
4. Providing motivation for learning.
The listed principles make it possible to outline the strategy and directions of correctional and developmental activities and predict the degree of its success.
The need to take into account the identified principles is obvious, since they make it possible to ensure the integrity, consistency and continuity of the tasks and content of teaching and development activities. In addition, taking them into account makes it possible to provide an integrated approach to eliminating the child’s general speech underdevelopment, since in this way the efforts of teachers of different profiles are combined - speech therapist, teacher, music director, physical education instructor, etc. (Fig. 1).
Figure 1. Model of interaction between subjects of the correctional educational process in a group for children with general speech underdevelopment.
The teaching staff of the preschool educational institution is represented by educators, junior teacher, physical education instructor, music director, educational psychologist, methodologist, manager and other specialists.
In general, speech therapy work with preschool children is subject to the general logic of the development of the correctional educational process and, therefore, can be presented in the form of an algorithm broken down into a number of stages that, in order to achieve final result– eliminating deficiencies in the speech development of preschool children – are implemented in a strictly defined sequence.
Continuity in planning classes between a speech therapist and a teacher
A big problem in implementing the main directions of meaningful work with children with special needs is the implementation specific interaction teacher and speech therapist, ensuring the unity of their requirements when performing the main tasks of program training. Without this relationship, it is impossible to achieve the necessary correctional orientation of the educational process and the construction of an “individual educational route", overcoming speech impairment and difficulties in social adaptation of children.
The main tasks of the joint correctional work of a speech therapist and teacher are:
Practical acquisition of lexical and grammatical means of the language.
Formation correct pronunciation.
Preparation for teaching literacy, mastering the elements of literacy.
Development of coherent speech skills.
At the same time, the functions of the teacher and speech therapist should be quite clearly defined and delineated (Table).
Table. Joint correctional activities speech therapist and teacher
The tasks facing the speech therapist teacher
Tasks facing the teacher
1. Creating conditions for the manifestation of speech activity and imitation, overcoming speech negativism
1. Creating an environment for the emotional well-being of children in the group
2. Examination of children’s speech, mental processes associated with speech, motor skills
2. Survey of the general development of children, the state of their knowledge and skills according to the program of the previous age group
3. Filling speech cards, studying the examination results and determining the level of speech development of the child
3. Filling out the examination protocol, studying its results for the purpose of long-term planning of correctional work
4. Discussion of the survey results. Drawing up psychological and pedagogical characteristics of the group as a whole
5. Development of children's auditory attention and conscious speech perception
5. Education of general and speech behavior children, including work on developing auditory attention
6. Development of visual, auditory, verbal memory
6. Expanding children's horizons
7. Activation of vocabulary, formation of generalizing concepts
7. Clarification of the existing vocabulary of children, expansion of passive vocabulary, its activation through lexical and thematic cycles
8. Teaching children the processes of analysis, synthesis, comparison of objects according to their components, signs, actions
8. Development of children’s ideas about time and space, shape, size and color of objects (sensory education of children)
9. Development of mobility speech apparatus, speech breathing and, on this basis, work on correcting sound pronunciation
9. Development of general, fine and articulatory motor skills of children
10. Development of phonemic awareness in children
10. Preparing children for the upcoming speech therapy session, including completing tasks and recommendations from the speech therapist
11. Teaching children the processes of sound-syllable analysis and word synthesis, sentence analysis
11. Consolidation of speech skills acquired by children in speech therapy classes
12. Development of perception of the rhythmic-syllable structure of a word
12. Development of children's memory by memorizing various types of speech material
13. Formation of word formation and inflection skills
13. Consolidating word formation skills in various games and in everyday life
14. Formation of sentences of different types in children’s speech according to models, demonstration of actions, questions, according to the picture and according to the situation
14. Monitoring children’s speech on the recommendation of a speech therapist, tactfully correcting mistakes
15. Preparation for mastery, and then mastery of the dialogic form of communication
15. Development of dialogical speech of children through the use of mobile, speech, board and printed games, role-playing and dramatization games, theatrical activities of children, assignments in accordance with the level of development of children
16. Development of the ability to combine sentences into a short story, compose descriptive stories, stories based on pictures, series of pictures, retellings based on material from the teacher’s classes to consolidate his work
16. Formation of compilation skills short story, anticipating speech therapy work in this direction
Continuity between a speech therapist and educator in a speech therapy group
Elimination of speech disorders in children requires an integrated approach, since speech disorders are associated with a number of reasons, both biological, psychological and social.
A complex approach involves a combination of correctional pedagogical and therapeutic work aimed at normalizing all aspects of speech, motor skills, mental processes, nurturing the child’s personality and improving the health of the body as a whole. The joint work of a doctor, speech therapist, psychologist, educator, logorhythmist, music worker, and physical education specialist is necessary. This work must be agreed complex nature. As experts note, the need for such interaction is caused by the characteristics of the child population entering the preschool educational institution. By actively influencing the child by means specific to each discipline, teachers build their work on the basis of general pedagogical principles. At the same time, determining objectively existing points contact between different pedagogical areas, each teacher carries out his direction not in isolation, but complementing and deepening the influence of others. Therefore, given individual characteristics For each child with speech pathology, experts outline a unified set of joint correctional and pedagogical work aimed at the formation and development of motor and speech areas.
Interaction between a speech therapist and a teacher in the correction of speech disorders in children of the speech therapy group
The success of correctional and educational work in a speech therapy group is determined by a well-thought-out system, part of which is the speech therapy of the entire educational process.
The search for new forms and methods of working with children with speech disorders has led to the need to plan and organize clear, coordinated work of a speech therapist and educators in the conditions of a speech therapy group at a preschool educational institution, the work of which includes the following main areas:
Correctional and educational;
General education.
The teacher, together with the speech therapist, participates in the correction of speech disorders in children, as well as related extra-speech mental processes. In addition, he must not only know the nature of these violations, but also master the basic techniques of corrective action to correct some of them.
Most of these children also have deviations in other components of the language system: children experience lexical difficulties and have characteristic grammatical and phonetic errors, which is reflected in coherent speech and affects its quality. Many children are characterized by insufficient development of attention, memory, verbal-logical thinking, finger and articulatory motor skills. Corrective work should not be limited only to exercises in planned speech. Therefore, the main tasks in the work of a speech therapist and educator in overcoming speech disorders can be called comprehensive correction of not only speech, but also non-speech processes closely related to it and the formation of the child’s personality. Also increase the efficiency of correctional and educational work. And eliminate direct duplication by the teacher of the speech therapist’s classes. Joint correctional work in a speech group involves solving the following tasks:
A speech therapist forms primary speech skills in children;
The teacher consolidates the developed speech skills.
In accordance with these tasks, the functions of a speech therapist and a teacher should be divided.
Functions of a speech therapist:
Studying the level of speech, cognitive and individual personal characteristics of children, determining the main directions and content of work with each child.
Formation of correct speech breathing, sense of rhythm and expressiveness of speech, work on prosodic side speech.
Correction of sound pronunciation.
Improving phonemic perception and sound analysis and synthesis skills.
Elimination of shortcomings of the syllabic structure of the word.
Formation of syllable reading.
Practicing new lexical and grammatical categories.
Teaching coherent speech.
Prevention of writing and reading disorders.
Development of mental functions.
Functions of the teacher:
Taking into account the lexical topic during all group lessons during the week.
Replenishment, clarification and activation of children's vocabulary on the current lexical topic in the process of all regime moments.
Systematic monitoring of the assigned sounds and grammatical correctness of children’s speech during all routine moments.
Turning on waste grammatical structures in a situation of natural communication among children.
Formation of coherent speech (memorizing poems, nursery rhymes, texts, getting acquainted with fiction, working on retelling and composing all types of storytelling).
Strengthening reading and writing skills.
Consolidating speech skills in individual lessons on the instructions of a speech therapist.
Development of understanding of speech, attention, memory, logical thinking, imagination in game exercises on correctly pronounced speech material.
Before classes, the speech therapist conducts examination : It lasts for a month. The speech therapist, together with the teacher, carries out targeted observation of children in the group and in classes, identifying the structure of speech disorders, behavior, and personal characteristics of children.
The main task of this period is to create a friendly children's team in the speech therapy group. The formation of a children's team begins with explaining to children the rules and requirements of behavior in a speech group, teaching calm joint games, creating an atmosphere of goodwill and attention to each child.
In the process of creating a team, it also reveals the peculiarities of children’s behavior and their character, tactfully correcting deviations during relevant games, conversations, and performing routine moments. Experience shows that if you do not create a calm environment in the group, do not teach children to play together, communicate correctly with each other, and do not correct personal and behavioral deviations, then the transition directly to speech work will be impossible.
The speech therapist, together with the teacher, designs the parent corner, prepares and conducts pedagogical council and parent meetings.
After the examination, an organizational parent meeting is held, at which speech therapy and psychological and pedagogical characteristics of the children are given, the need for comprehensive therapeutic, health-improving and pedagogical influence on them is explained, and the content and phasing of correctional and developmental work is explained.
The speech therapist discusses with the teacher the children’s approximate daily routine and an approximate list of activities for the week.
Tempering procedures are included in the child's daily routine. Daily walks, outdoor games, sports entertainment strengthen the nervous system and create emotional uplift. Air baths have an active effect on the cardiovascular system and normalize its functioning.
The speech therapist conducts daily classes in morning hours. These classes can be frontal (12 children) and subgroup (6 children). In addition, individual classes are conducted to correct problems with sound pronunciation (for example, automation of sounds using a child’s individual notebook) and to consolidate the acquired skills of stutter-free speech.
The teacher conducts daily classes in the morning and evening with all children. In the frontal classes provided for by the “Program of Education and Training in Kindergarten” (speech development, familiarization with the environment and nature, development of elementary mathematical concepts, classes in drawing, modeling, appliqué, design), children’s skills in using independent speech are consolidated.
The speech therapist and teacher, each in his own lesson, solve the following correctional problems:
Cultivating perseverance, attention, imitation;
Learning to follow the rules of games;
Developing smoothness, duration of exhalation, soft voice delivery, a feeling of relaxation of the muscles of the limbs, neck, torso, face;
Training in elements of speech therapy rhythm;
Correction of sound pronunciation disorders, development of the lexical and grammatical aspects of speech, phonemic processes.
Used in classes didactic games, games with singing, elements of dramatization games, outdoor games with rules. When solving correctional problems, the speech therapist also identifies the characteristics of children’s behavior, the degree of impairment of motor skills, sound pronunciation, etc.
In an individual lesson, the teacher implements a program developed by a speech therapist for each child, which may include:
Exercises to develop the articulatory apparatus;
Exercises to develop fine motor skills of the fingers;
Exercises for automation and differentiation of sounds given by a speech therapist, and control over them;
Work on speech breathing, on the smoothness and duration of exhalation;
Lexico-grammatical tasks and exercises for the development of coherent speech.
Based on this scheme of individual work, the teacher can structure his classes taking into account the speech problems of each child. So, knowing that the child’s sound [C] is at the stage of automation, the teacher can include tasks with this sound, even minimally, in all group lessons. For example, a child is asked to count only dishes in mathematics that have the sound [C] in their names - pots, pans, stewpans. And let the other child count teapots, cups, spoons (if he goes through “hissing” sounds with a speech therapist).
During a lesson on the sound culture of speech, each child can be asked to parse words with the sounds that they are corrected by a speech therapist.
Observing the dynamics allows the teacher to visually track the dynamics of the sound pronunciation of all speech children in a group or a specific child. Based on conventions, the teacher offers the child only the speech material that he can handle. It becomes easier for the teacher to choose poems for the holiday (in case of difficulties, a speech therapist helps). Arises less problems in classes: the teacher knows what answers he can expect from the child, and does not strive to demand impossible efforts from the latter. Thus, the child has no fear of answering in class, and there is no reinforcement mispronunciation those sounds that he is not yet capable of.
List of working contacts for speech therapists and teachers when working with children with special needs development disorders (4th week of October)
Sound pronunciation
results
Letter, sound
results
Dictionary. Lexico-grammatical concepts
results
Connected speech
results
Gross motor skills
General set of articulation exercises No. 1 (with everyone).
Lena, Sveta - work from individual notebooks.
Roma, Dima - see cards.
Serezha, Ira – automation of sound (s) in open syllables
a (ay)
1. Play “Raise the Signal” with all the children (highlighting sounds at the beginning of a word).
2. Breathing exercise “Whose string is longer?”
Roma, Tanya – individual work
Dictionary (speech material is selected by a speech therapist in accordance with the lexical topic being studied).
Game “One - Many” (with a ball).
Individual work: Sema, Vera – agreement of nouns with adjectives; Petya, Vanya - units. and many more h.
nouns;
Polina, Artyom – agreement of nouns with numerals
1. “Magic bag” (writing descriptive stories).
2. Reading the fairy tale “Tops and Roots”, conversation about the fairy tale.
Individual work: Vova, Katya – compilation descriptive story according to the scheme;
Petya, Vanya - compilation of comparative stories-descriptions (tomato-cucumber)
1. Conducting finger gymnastics: “The hostess came from the market one day.”
2. Speech - movement: exercise “Vegetables”.
3. Learning the physical education lesson “We three, three cabbage...”
4. Laying out letters a, y from beans, beans, peas
Legend:
+ – coped;
Z – fasten.
The teacher must clearly understand the dynamics of the development of the phonemic aspect of each child’s speech. The speech therapy screen, compiled by a speech therapist, reflects the dynamics of work on correcting sound pronunciation and helps the teacher systematically monitor the sounds given. The screen is made of a material that allows the use of magnetic or adhesive colored sound symbols. The screen is placed in the teacher’s work area.
Sound pronunciation screen (4th week of October)
Last name, first name of the child
Sound
Preparer
nal stage
Isolated pronunciation
In syllables
In words
In phrases
In phrases
In sentences
In poetry, coherent speech
[w] -
[R ]-
[With] -
[With] -
[ts] -
[l] -
[With] -
[w] -
[h] -
[sch] -
[h] -
[h] -
When selecting speech material, the teacher must remember the speech problems of each child. But he does not always have the opportunity to track those moments that may interfere with the correct consolidation of speech material. Suitable tongue twisters, tongue twisters, and poems are not always published in popular literature. Therefore, a speech therapist helps select speech material that corresponds to the norm of sound pronunciation of children with speech disorders, recommends that educators work with ready-made printed publications, and advises using literature and speech material that is correct from a speech therapy standpoint.
Speech breathing also plays an important role. Important conditions correct speech is a smooth and long exhalation, clear and relaxed articulation. In each exercise, children’s attention is directed to a calm, relaxed exhalation, to the duration and volume of the sounds pronounced. The speech therapist and teacher make sure that when inhaling, the posture is free and the shoulders are lowered.
The teacher can invite children to practice fine motor skills in shading, tracing shapes, and cutting out. Thus, not only is the group working on the general tasks of preparing the hand for writing, but also correctional work is being done on the interaction of fine motor skills and the articulatory apparatus (especially in children with a dysarthric component).
Graphs with lexical and grammatical tasks are aimed at repeating the material covered by the speech therapist. This allows the teacher once again identify the child’s problems and help overcome them. In your free play time, invite your child to play not just a didactic game, but a game that corresponds to the lexical speech therapy topic (Zoo lotto, Match a Pair game - antonyms).
The lexical topic that the speech therapist works on in his classes is continued in the teacher’s classes and outside of them. At the beginning of the school year, the speech therapist draws up a promising thematic plan, which is agreed upon with the teacher. Lexical topics are selected and combined in such a way that the material learned when studying some topics is generalized and expanded when studying others. For example, the themes “Fruits and Vegetables”, “Mushrooms and Berries” are reflected in the “Autumn” theme, and “Wintering Birds” and “Wild Animals in Winter” are reflected in the “Winter” theme. Or they are coordinated in such a way that the material covered is repeated and reinforced in the next topic. For example, the topic “My Family” is reinforced when studying “My House”, and in classes on the topic “Clothing” knowledge on “Furniture” is consolidated. In a similar way The themes “Transport” and “Animals of hot countries”, “Library” and “Fairy Tales”, etc. are consistent.
Approximate content of the work of a teacher and speech therapist
(2nd week of September, senior group, topic “Vegetables”)
Corrective tasks of the week
Contents of the teacher's work
Contents of a speech therapist's work
Phonemic perception: identifying the sound [a] among other sounds
Formation of auditory attention: didactic game “Find a Vegetable” (with a bell); "Not really"; “What do you hear?”
The concept of “speech and non-speech sounds”; acquaintance with the sound [a] and the letter a (game “Catch the sound [a])
Sound-letter analysis and synthesis: highlighting the stressed vowel at the beginning of a word; analysis of a scale of two sounds
Work on the instructions of a speech therapist to consolidate conditioned skills (afternoon)
Emphasizing the stressed vowel at the beginning of a word; analysis of a scale of two sounds
Vocabulary: vegetables
Expansion, activation and consolidation of vocabulary on the topic in all classes and during all routine moments
Introduction conditional words into a child's coherent speech
Inflection: singular and plural nouns
Forming an idea of the singularity and plurality of objects (in mathematics, modeling, drawing, while walking).
Consolidation of a new lexical and grammatical category in games during the day (“One - many”, “Collect vegetables in baskets, etc.)
Introducing a new lexical and grammatical category
Syntactic level: animate and inanimate objects
Reinforcing concepts in games as instructed by the speech therapist (walk, routine moments, correctional hour)
Introduction to the concept of “animate – inanimate”
Development of coherent speech: drawing up sentences based on the actions performed
Awakening children to pronounce the actions they perform during all routine moments
Learning to answer questions full sentence in the game “Live Pictures” and verbalize the actions performed
Sound pronunciation: developing air flow directions, practicing articulation
Exercises for the strength of exhalation “blow on dill” (option: hang a picture in the door of the hygiene room), Practice general complex dynamic and statistical articulation exercises as instructed by the speech therapist (morning, evening)
Development of a directed air stream for production of specific sounds, development of a special set of articulation exercises for production of specific sounds
Speech is movement
Learning and playing the game “Vegetables” throughout the day
Using them as exercise minutes
Fine motor skills
Learning finger gymnastics exercises “The hostess came home from the market one day” (time of preparation for breakfast, lunch); mosaic, lacing, tops, etc. (afternoon)
Work on instructions from a speech therapist (afternoon)
Work in subgroups with children with fine motor impairments
To optimize the organizational and content of correctional pedagogical activities, you can create a list of working contacts between a speech therapist and a teacher, both for the entire group of children and for each child.
For each lexical topic, the speech therapist selects speech material, determines correctional goals and methods for their implementation. The speech skills developed by the speech therapist in frontal and individual classes are reinforced by the teacher not only during classes, but also in all routine moments. After all, the teacher is with the children in a variety of settings: in the locker room, bedroom, play corner, etc. He works with children all day and has the opportunity to repeatedly repeat the speech material developed by the speech therapist, repeat and reinforce new words, without which it is impossible to introduce them into independent life .
Improving coherent utterances takes place in the formation of a complete answer in frontal and individual lessons, composing stories and descriptions on a lexical topic, in games and exercises, dramatization games, dramatization games: “I am a storyteller,” “You ask, and I will tell,” “ I’ll guess, and you guess.” Duration of individual teacher lesson–10-15 minutes.
All the teacher’s activities, didactic games, routine moments are used to exercise children in accessible independent speech. The basis for this work should be the skills acquired by children in speech therapy classes. The teacher organizes routine moments such as washing, dressing, eating, and at the same time trains children in short or detailed answers to questions, depending on the stage of speech therapy work and the child’s individual speech capabilities. Morning and evening walks strengthen physical state children, provide adequate sleep.
The correct organization of the children's team, the clear implementation of routine moments have a positive effect on the physical and mental state of the child and, consequently, on the state of his speech. The ability to approach a child, taking into account his individual characteristics, pedagogical tact, calm, friendly tone–These are precisely the qualities that are necessary when working with children with speech disorders.
4. MAIN DIRECTIONS OF CORRECTIONAL WORK OF A TEACHER
The success of correctional and educational work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is the speech therapy of the entire educational process, the entire life and activity of children.
The only way to implement speech therapy–this is a close interaction between a speech therapist and a teacher (for different functional tasks and methods of correctional work).
Corrective tasks facing the speech therapy group teacher:
1. Constant improvement of articulatory, fine and gross motor skills.
2. Consolidating the pronunciation of sounds given by the speech therapist.
3. Purposeful activation of practiced vocabulary.
4. Exercise in the correct use of formed grammatical categories.
5. Development of attention, memory, logical thinking in games and exercises using defect-free speech material.
6. Formation of coherent speech.
7. Strengthening reading and writing skills.
The main directions of the teacher’s correctional work:
1. Articulation gymnastics (with respiratory and vocal elements) is performed 3-5 times during the day.
2. Finger gymnastics performed in combination with articulation 3-5 times a day.
3. Corrective mini-gymnastics to prevent postural and foot disorders, it is performed daily after sleep.
4. Evening private lessons teacher on the instructions of the speech therapist, reinforcing sound pronunciation.
The work is carried out by the teacher using the children’s individual notebooks. The content of these classes is determined by the program:
a) pronouncing syllables, words, sentences using a fixed sound;
b) repetition of tongue twisters, short stories, poetry;
c) exercise in sound-syllable analysis and synthesis;
d) repetition of lexical and grammatical exercises;
e) exercises to develop attention, memory, and thinking.
5. Frontal classes according to the preschool education program (and in accordance with the schedule of speech therapy work).
A distinctive feature of the teacher’s frontal classes in the logogroup is that, in addition to educational and educational tasks, he also faces correctional tasks directly related to the topic of each lesson.
6. Corrective work outside of class: during routine moments, self-service, household work and work in nature, on a walk, excursion, in games and entertainment. The particular significance of this work is that it provides the opportunity for extensive practice of free speech communication among children and consolidation of speech skills in the everyday life and activities of children.
Linguistic material for the speech zone:
1. Mirrors;
2. Visual and illustrative material on lexical topics;
3. Visual and illustrative material on phonetic groups;
4. Story pictures for working on the phrase;
5. Toys for improving diaphragmatic-speech breathing;
6. Guides for improving manual praxis;
7. Development benefits visual memory;
8. Aids for the development of phonemic hearing.
So, every child who has certain developmental disabilities needs effective and speedy rehabilitation, allowing the child to overcome developmental disorders, while he must cope with his difficulties as soon as possible in order to “catch up” in the development of children who do not have disabilities in development. This is possible only if a single correctional and developmental space is formed around each such child, which is supported not only by the speech therapist and teachers of the kindergarten group that the child attends, but also, to varying degrees, by all the adults who surround him in everyday life and influence his development : medical staff, head of physical education, music director, head of art activities, family.
LITERATURE
1. Preschool; pedagogy /July/ 2008. Interaction between kindergarten and family in overcoming speech disorders in preschool children.
2. Scientific and methodological journal Speech therapist, No. 2, 2008. Smirnova L.N. The relationship between the work of a speech therapist and a teacher.
3. Scientific and methodological journal Speech therapist. No. 3 2009. Ivanova O.F. Optimization paths collaboration speech therapist and educator.
4. Karpova S.I., Mamaeva V.V., Nikitina A.V. Interaction in the work of speech group specialists./ Speech therapist in kindergarten, 2007, No. 9 (24).
5. Ivanova Yu.V. Preschool speech center: documentation, planning and organization of work.–M.: Publishing house GNOM and D, 2008,–126 pp.
Applications
UNIFIED SPEECH THERAPY MODE.
REQUIREMENTS OF A UNIFIED SPEECH MODE
1. The culture of speech of the child’s environment: the speech of others should be correct, accessible, one should not rush into an answer, constantly approve, encourage correct speech.
Favorable attitude towards children suffering from speech disorders. Creating a favorable external environment, calm plan, respect, trusting attitude.
2. Constant stimulation for verbal communication. All preschool employees and parents are obliged to constantly demand that children observe speech breathing and correct pronunciation.
3. a) Preschool teachers must know the pattern of normal development of a child’s speech (A. Gvozdev) and prepare a memo for parents;
b) Teachers of speech therapy groups must have a speech profile of children with speech disorders, know their speech therapy report and the state of speech development.
4. a) Preschool teachers must carry out systematic work on education sound culture and speech development.
b) Teachers of speech therapy groups must conduct speech therapy work in front of a mirror, carry out the speech therapist’s assignments using individual notebooks and albums, and notebooks for classes.
5. a) Parents should pay serious attention to the child’s speech, stimulate the child’s correct speech, constantly talk to him, simply talk about events in the child’s life in the kindergarten, in the family
b) Parents of children with speech impairments should systematically; carry out tasks of a speech therapist to consolidate the given sounds of the dictionary by topic, grammatical structure, and coherent speech. Design your notebooks colorfully and neatly. Watch for correct pronunciation.
Memo preschool teacher
During the period of the child’s stay in the preschool educational institution, you are the guarantor of his rights.
In the process of education and training NOT ACCEPTABLE:
Careless, rude treatment of a child;
Biased criticism, threats against him;
Intentional isolation from the children's group;
Making excessive demands on a child without taking into account his age and health status;
Taking pictures of him in an unkempt state.
YOU ARE REQUIRED:
From the first minutes of a child’s stay in a preschool educational institution, create for him an atmosphere of care and attention as close as possible to home;
Without reducing the requirements for the child’s behavior in a team, provide for him the most comfortable conditions of stay, as well as the possibility of short-term solitude;
If facts of child abuse in the family are discovered, the administration must be notified in a timely manner.
REQUIREMENTS OF SPEECH REGIME OF Speech Therapy Group (CONSULTATION FOR TEACHERS)
A speech therapy group teacher should not:
1. Rush the child with an answer.
2. Interrupt speech and rudely pull back, but tactfully give a sample of correct speech.
3. Force the child to pronounce a phrase rich in sounds he has not yet identified.
4. Let them learn texts and poems that the child cannot yet pronounce.
5. Let a child with incorrect speech appear on stage (matinee).
NECESSARY:
Constantly monitor children’s speech and cultivate a critical attitude towards their speech. If the sounds are delivered, require only correct answers, correct articulation
If your child begins to stutter:
1. Do not emphasize your special attention to his speech (do not notice stuttering).
2. Protect from ridicule of comrades.
3. Go with the child to the simplest form of response while exhaling, the voice is slightly lower than normal volume, eliminating the rapid pace of speech.
4. Do not demand difficult and long answers; it is better to repeat your friend’s answer.
5. Have constant contact with a speech therapist, doctor, psychologist, parents.
1. Worksheet for interaction between a speech therapist and a teacher
on automation of delivered sounds
MDOU No.___________
WORKSHEET on automating choreographed sounds
Group ________________
Speech therapist ________________________________________________________________
Dear teachers!
To successfully automate the given sounds, we ask you to pay attention to their correct pronunciation in speech by the following children:
Last name, first name
Automated sounds
Note
"____" ___________ 20____
Legend:
“+” the task was completed correctly;
“–” the task was completed incorrectly;
« » unstable task performance.
Note
When calculating points, only the “+” sign is taken as one; the instability of performance in this case is negative indicator and needs improvement.
Characteristics of groups:
Group B
Group C
Group H
Group Oh
Children who scored 15-14 points. Fine motor skills are well developed.
Children who scored 13-12 points. Fine motor skills are underdeveloped
Children who scored 11-9 points. Fine motor skills are poorly developed.
Children who scored 8 points or less. Fine motor skills lag behind age norms.
Note: n – beginning of the year, k – end of the year
Speech therapist __________________ Educator ____________________
Close interaction between a speech therapist, teachers and other kindergarten specialists: music director, physical education instructor, art studio director, teacher-psychologist is necessary because the elimination of speech defects requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and social character. An integrated approach to overcoming speech impairment involves a combination of correctional pedagogical and therapeutic work.
So, together with the speech therapist, the teacher and kindergarten specialists plan classes on speech development, familiarization with the outside world, preparation for literacy and preparing the hand for writing, each in their own area. Teachers and a speech therapist are required to attend art classes, physical education classes, and music classes. Continuity in the work of a speech therapist and teacher involves not only joint planning, but also the exchange of information, discussion of children’s achievements, both in speech and in other classes. On the basis of such interaction, the teacher performs, in addition to general educational tasks, a number of correctional tasks, the essence of which is to eliminate deficiencies in the sensory, affective-volitional, and intellectual spheres caused by the characteristics of the speech defect. At the same time, the teacher turns his attention not only to the correction of existing deficiencies in the child’s development, to enriching ideas about the environment, but also to the further development and improvement of the activities of intact analyzers. This creates the basis for the favorable development of the child’s compensatory capabilities, which ultimately affects the effective acquisition of speech.
Correct, pedagogically justified interaction between a teacher and a speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a friendly, emotionally positive environment in kindergarten. The psychological atmosphere in the children's team strengthens children's faith in their own capabilities, allows them to smooth out negative experiences associated with speech impairment, and develop interest in classes. To do this, the educator, like the speech therapist, must have knowledge in the field of developmental psychology and individual psychophysical differences in preschool children. They need to be able to understand various negative manifestations of children’s behavior, and notice in time signs of increased fatigue, exhaustion, passivity and lethargy. Properly organized psychological and pedagogical interaction between the teacher and children prevents the appearance of persistent unwanted deviations in their behavior and forms friendly relationships.
The work of a teacher on speech development in many cases precedes speech therapy classes, prepares children to perceive material in future speech therapy classes, providing the necessary cognitive and motivational basis for the formation of speech knowledge and skills. In other cases, the teacher focuses his attention on consolidating the results,
The task of the teacher of the speech therapy group also includes daily monitoring of the state of children’s speech activity in each period of the correction process, monitoring the correct use of sounds assigned or corrected by the speech therapist, learned grammatical forms, etc. Particular attention of the educator should be paid to children with a late onset of speech activity, with aggravated medical history, and characterized by psychophysiological immaturity.
The teacher should not focus children's attention on the occurrence of possible errors or hesitations in speech, repetitions of the first syllables and words. Such manifestations should be reported to a speech therapist. The responsibilities of the educator also include good knowledge of the individual characteristics of children with general speech underdevelopment, who react differently to their defect, to communication difficulties, and to changes in communication conditions.
The teacher’s speech is important in everyday communication with children. It should serve as a model for children with speech disorders: to be clear, extremely intelligible, well intonated, figuratively expressive and grammatically correct. Complex constructions, phrases, and introductory words that complicate the understanding of speech should be avoided.
The specificity of the work of a teacher when interacting with a speech therapist is that the teacher organizes and conducts classes on the instructions of the speech therapist. The teacher plans individual or subgroup lessons with children in the second half. 5-7 children are invited to an evening speech therapy session. The following types of exercises are recommended:
- consolidation of well-placed sounds (pronunciation of syllables, words, sentences);
- repetition of poems, stories;
- exercises to develop attention, memory, logical thinking, phonemic hearing, sound analysis and synthesis skills;
- activation of coherent speech in a conversation on familiar lexical or everyday topics.
In the process of correctional work, the teacher pays great attention to the development of fine motor skills. So, in their free time, usually after sleep, we, educators, invite children to put together mosaics, puzzles, figures from counting sticks, practice untying and tying shoelaces, collect scattered buttons or small objects, and pencils of different sizes. We constantly invite children to play new educational games.
For example, "Tangram". Target: Teach children to play puzzle games on their own, to be able to lay out a variety of silhouettes from a set of geometric shapes.
Tasks: Develop children's spatial understanding, constructive thinking, logic, imagination, intelligence.
Develop fine motor skills to prepare children for school.
Cultivate patience and perseverance.
Rules of the game: The following rules must be observed in the game:
1.When composing images, the entire set of parts is used as a whole.
2.The parts of the geometric constructor are attached to each other.
Does everyone know what “Tangram” is? This is one of the famous puzzles. She was born in China more than 3,000 years ago. Our children are enjoying learning this new game.
A special place in the work of the teacher is occupied by the organization of outdoor games for children with speech disorders, due to the fact that children in this category are often somatically weakened, physically intolerable, and quickly get tired. When planning work on organizing play activities, the teacher must clearly understand the reality of the physical capabilities of each child and differentiated selection of outdoor games. Outdoor games, which usually form part of physical education and music classes, can be played during a walk, at holiday matinees, or during entertainment hours.
Games with movement must be combined with other types of children's activities. Outdoor games simultaneously help the successful formation of speech. They often contain sayings and quatrains; they can be preceded by a counting rhyme for choosing a driver. Such games also contribute to the development of a sense of rhythm, harmony and coordination of movements, and have a positive effect on the psychological state of children.
The work of a teacher in teaching children role-playing games is also a necessary element of his pedagogical activity. In role-playing games, the teacher activates and enriches the vocabulary, develops coherent speech, teaches ritual interaction in social and everyday situations familiar to the child (doctor’s appointment, shopping in a store, traveling on public transport, etc.), the children of our group love to play “ School”, “Beauty Salon”, “Waiting for Guests”, “At the Zoo” and other games. Role-playing games contribute to the development of communication and speech skills, stimulate children’s sociability, and develop social skills and abilities.
Thus, the relationship between all specialists in our kindergarten lies not only in the unity of topics and tasks, but also in the fact that we all take an active part in each other’s classes, attend them, monitor the seating and posture of the children, and the design of the workplace , we provide assistance to those who are lagging behind the general pace of work, we monitor the correctness of tasks...
The interaction between colleagues is carried out during teaching hours, and at seminars, and at master classes with teaching tasks, and at consultations, and at visits to open classes.
Yaroshevich T.Ya.
Teacher-speech therapist MBDOU d/s No. 12, Belgorod;
Kukhtinova Zh.G.
Physical education instructor at MBDOU d/s No. 12, Belgorod
Original: download
Certificate of Publication: was not issued
It is possible to ensure the upbringing of a physically healthy and developed child only if there is close interaction between the entire teaching staff of the preschool educational institution, medical staff and parents.
In order to increase the effectiveness of correctional and developmental work in preschool settings and to combine efforts in this direction, our institution has built a model of cooperation between a speech therapist and a physical education instructor.
Continuity and interrelation in the work of a speech therapist and physical education instructor contributes to the effectiveness and lasting consolidation of the results of speech therapy work.
Correction of the speech and general development of preschool children with special needs is carried out not only by a speech therapist, but also by a physical education instructor. If a speech therapist teacher develops and improves verbal communication children, then the physical education instructor in special classes with children solves the problems of general physical development, health promotion, development of motor skills and abilities, which contributes to the formation of psychomotor functions. Particular attention is paid to the possibility of automating the sounds set by the speech therapist teacher, consolidating the lexical and grammatical means of the language through specially selected outdoor games and exercises developed taking into account the lexical topic being studied.
At the beginning of the school year, the speech therapist teacher introduces the physical education instructor to the children’s diagnoses (their speech characteristics), psychological characteristics and age characteristics.
Having identified the level of psycho-speech development of children, goals and objectives for the formation of speech-motor skills are jointly determined and individual plans are drawn up. correctional classes.
In the course of joint correctional and developmental activities, the physical education instructor carries out the following tasks:
- development of auditory, visual, spatial perception;
- coordination of movements;
- general and fine motor skills;
- consolidation of the sounds set by the speech therapist in free speech;
- speech and physiological breathing;
- formation of tempo, rhythm and intonation expressiveness speeches;
- work on facial expressions.
The joint activities of a speech therapist and a physical education instructor are presented in Diagram 1.
When planning lessons, the speech therapist teacher takes into account the thematic principle of selecting material, with the tasks constantly becoming more complex. It allows you to organize communicative situations in which the teacher manages the cognitive and speech development of children. The thematic approach provides a concentrated study of the material, repetition speech material daily, which is very important both for the perception of speech and for its actualization. Concentrated study of the topic contributes to the successful accumulation of speech means and active use their children for communicative purposes, it is quite consistent with the solution of both common problems comprehensive development children and special correctional children.
Concentrated study of the material also serves as a means of establishing closer connections between specialists, since all specialists work within the same lexical topic. As a result of concentrated study of one topic in the classes of a speech therapist and a physical education instructor, children firmly assimilate speech material and actively use it in the future.
A speech therapist teacher introduces a physical education instructor to thematic plan work for the academic year, according to it, a complex of speech material for the development of movements is jointly compiled.
In special correctional work in the process of physical education, the tasks of verbal regulation of actions and functions of active attention are solved by performing tasks, movements according to a model, visual demonstration, verbal instructions, and the development of spatio-temporal organization of movement.
The peculiarities of planning further activities with children in physical education classes are that the section, which includes tasks for the development of general motor skills, is supplemented with tasks for the correction and correction of motor disorders characteristic of children with general speech underdevelopment.
Significant changes are being made to the “Outdoor Games” section. It is planned in accordance with the lexical topics of speech therapy classes and the work of the teacher. For example. When a teacher-speech therapist is working on the lexical topic “Pets” in a physical education lesson, the outdoor game “Rabbits” is used, in which children consolidate the ability to jump on two legs, moving forward, as well as the skill of case agreement of nouns (with a ball: who is the dog? - the dog has a puppy; who has the cow? - the cow has a calf).
While studying the lexical topic “Professions,” the physical education lesson uses the outdoor game “Firemen in Training,” in which children practice the ability to climb gymnastic walls and reinforce the use of future tense verbs (I will be a fireman. I will be a builder. I will be a teacher. ). The purpose of such planning is to consolidate and expand the child’s vocabulary, form basic grammatical categories, and activate children’s speech. Often, due to the developmental characteristics of children with special needs, a physical education instructor has to change the rules of the game, that is, “push” the regulated boundaries. This can manifest itself in both complication and simplification of the rules.
The plot-based form of classes is also used, which also promotes speech development. All story-based lessons, themes for them, games are agreed upon with the speech therapist teacher, based on the stage of speech development at which the child is at a given period of time.
In these classes, the connection between the development of speech and the formation of movements can be traced. The higher physical activity child, the more intensively his speech develops. But the formation of movements also occurs with the participation of speech. This is one of the main elements of motor-spatial exercises. The rhythm of speech, especially poetry, sayings, and proverbs, used in plot lessons, contributes to the development of coordination of gross and fine voluntary motor skills. Movements become smoother, more expressive, and rhythmic. With the help of poetic speech, the correct tempo of speech and breathing rhythm are developed, speech hearing and speech memory are developed; The poetic form always attracts children with its liveliness and emotionality, setting children up for play without special settings. All sections of the lesson (introductory, main, final parts) are subordinated to this topic.
The material for pronunciation and for reciting the text is selected by the teacher-speech therapist, in accordance with the speech disorders of preschool children, taking into account their age and stages of speech therapy, and sets of exercises are compiled by a physical education instructor, taking into account the necessary speech-motor skills. IN Appendix 1 a plan for the relationship between a speech therapist and a physical education instructor on lexical topics is presented.
Children, having learned to control individual movements, gain confidence in their abilities, and this confidence contributes to the success of work on the development of general and articulatory motor skills. Poetic texts normalize the rate of speech of children, which affects the formation of the syllabic structure of the word. Children listen to sounds and words, controlling their own speech. During such physical education activities, the child’s articulatory apparatus is strengthened and phonemic hearing develops. In turn, the correctional work of a speech therapist involves children’s motor activity, which contributes to the development of gross and fine motor skills.
Continuity and interrelation in the work of a speech therapist and physical education instructor contributes to the effective and lasting consolidation of the results of speech therapy work.
For example, when studying the lexical topic “Winter fun,” the physical education instructor conducts a plot physical education lesson"Winter fun"
During the warm-up, the instructor uses a poetic form.
Let them fly to our room, Arms bent to shoulders.
All snowflakes are white. Tilts of the body to the right, left.
We're not cold now, hands up.
We are doing exercises. Squat, arms forward.
Walking and running are accompanied by poems about winter fun.
Snow, snow, white snow,
He puts us all to sleep!
The children are all up on skis,
And they ran through the snow.
When performing general developmental exercises, the instructor uses riddles about objects for winter fun, and the children imitate the movements of a hockey player.
I'm not an ordinary stick,
And a little curled.
Playing hockey without me
Not interesting for children (stick).
When explaining the basic types of movement, the instructor uses a poetic form (throwing with the right and left hands at the target).
We will now see with you,
Like throwing snowballs at a target.
You guys aim like this
To get a snowball into the cap.
The final part also uses poetic speech, which restores the rhythm of breathing.
One two three four five,
We went for a walk in the yard.
They sculpted a snow woman,
The birds were fed crumbs,
Then we rode down the hill,
And they were also lying in the snow.
During the classes, non-traditional equipment and aids are widely used, made from improvised means, waste material (plastic bottles, cans): “Health Track”, “Snake-Walking”, “Pigtails”, “Throwing Bags”, “Correction Traces”, “ Colored blocks" and much more. When selecting material for a lesson, it is necessary to know the level of development of motor qualities, the emotional state of the child, his motor and vocabulary, and state of health.
Thus, the relationship between a speech therapist and a physical education instructor in a compensatory group for children with STD is of great importance and is the key to the success of correctional and developmental work.
1. Volosovets T.V., Sazonova S.N. Organization of the pedagogical process in a compensatory preschool educational institution: A practical guide for teachers and educators. - M.: Humanit, 2004.
2. Varenik E.N., Korlykhanova Z.A., Kitova E.V. Physical and speech development of preschool children: Interaction between a speech therapist and a physical education instructor. – M.: TC Sfera, 2009. – 144 p.
3. Gomzyak O.S. We speak correctly. Notebook on the relationship between the work of a speech therapist and a teacher in a pre-school logo group. Set of three albums. – M.: Publishing house GNOM and D, 2009.
4. Ushakova O. S. Come up with a word. Speech games and exercises for preschoolers. - M.: Education: Textbook. lit., 1996
5. Filicheva T.B., Chirkina G.V., Tumanova T.V. Programs of compensatory preschool educational institutions for children with speech impairments. Correction of speech disorders. M.: Education, 2009.
6. Finogenova N.V. Physical education of preschool children based on the use of outdoor games// Primary School before and after plus.-2005-№10.- 14-17 s
Annex 1
Plan for the relationship between a speech therapist and a physical education instructor on lexical topics
Interaction and collaboration
speech therapist and educator
Interaction and cooperation between a speech therapist and educator
The work of a teacher in speech therapy groups is mainly subordinated to the elimination of speech defects and the development general qualities and personality traits of the child. Cooperation between a speech therapist and a teacher is aimed at solving three main tasks: identifying children with speech disorders; correction of speech disorders; prevention of speech disorders.
Diagnostic work
A speech therapist teacher conducts a comprehensive speech therapy examination all children. The teacher informs the speech therapist of the resultstheir observations of the child in various activities; history of early speechdevelopment and conditions of family education; conducts diagnostics of general development.
Corrective work
The speech therapist helps the teacher organize work on speech development. In the planning system, it is better to adhere to the calendar-thematic principle. In speech development classeswithin one week, all types of work are carried out within the framework of one lexical topic.
1. The teacher’s work on speech development in many cases precedes speech therapy classes, creating the necessary cognitive and motivational basis for the formation of speech skills. For example, if the topic “Insects” is planned, then the teacher conducts educational activity or joint activities, offers didactic, board, role-playing, outdoor games, conversations, observations, introduces children to works of fiction on this topic; The art teacher plans modeling or drawing on this topic.
2. The teacher is faced with the task of consolidating the results achieved in speech therapy classes. He must carry out daily monitoring of the state of children’s speech activity: monitoring speech activity, for the correct use of delivered sounds, worked out grammatical forms. If necessary, the teacher corrects the child’s speech in a tactful manner (no need to be afraid to exaggerateuse of prepositions, word endings; if the word is difficult, then correct it in parts). Educatormonitors the correct use of assigned sounds in everyday life, using correction capabilitiesregime moments.
3. The teacher is guided by the methodological instructions of the speech therapist, which are recorded in the interaction notebook.
Specifics work as a teacher in a speech therapy groupincludes organizing and conducting correctional classes on the instructions of a speech therapist. The teacher conducts this lesson in the afternoon.
Preventative work
Preventive work in a speech therapy group is the creation by educators of a subject-developing and speech environment that would contribute to the fullest possible disclosure of the potential speech abilities of pupils and the prevention of difficulties in their speech development. The speech of teachers should serve as a model for children with speech disorders - clear, extremely intelligible, well-intonated, expressive.
The basis of interaction is a coordinated approach to general and speechraising children withorganizing games, classes, and other activities, developing common pedagogical guidelines in relation to individual children and the group.
the main role in working with children belongs to the teacher. He communicates daily and continuously with children, knows their interests, and therefore can determine the inclusion of necessary correctional and developmental tasks in joint activities with children. Considering that educators work in all sections of the program preschool education and may experience difficulties in planning, organizing and conducting correctional activities with children.Corrective work in a speech therapy group can be planned in the following way:
Corrective exercises of the frontal type should be carried out in the afternoon. They are compulsory for all children.
The structure of a correctional lesson looks like this:
1. Organizing children for classes (psycho-gymnastics, general motor skills)
2. Articulation gymnastics and breathing exercises.
3. Work on expanding the vocabulary and forming the grammatical structure of speech, developing coherent speech.
4. Physical exercise.
5. Children’s independent work on self-correction.
/At independent work All tasks offered to children must be strictly individualized, however, if children have similar deficiencies, it is possible to combine them into subgroups and give the same tasks to children of the same group.
6. Carrying out tasks of a speech therapist /carried out with individual children during self-correction work/. An individual lesson must be carried out in front of a mirror and all instructions for implementation speech exercises The teacher gives in a normal voice, without switching to whispered speech.
7. Summary of the lesson.
When preparing for correctional classes, the teacher must take into account the following requirements:
- add a corrective lesson to the plan;
- prepare visual material for the lesson in advance;
The remedial lesson plan must necessarily contain speech material to expand the vocabulary;
The plan must include a list of tasks for self-correction and the content of physical training.
It must be remembered that the selection of speech material for correctional classes is done taking into account the topics of speech therapy classes, as well as taking into account the level of development of the phonetic-phonemic side of speech in children.
In addition, on the days remaining free from correctional classes, individual classes are conducted to eliminate violations of sound pronunciation, on the instructions of the speech therapist.
The teacher should know the main differences between the work of developing sound pronunciation and the work of correcting sound pronunciation.
Formation of sound pronunciation– this is systematic work with all children in the group, promoting the timely acquisition of the pronunciation of all sounds of their native language and the development of phonemic hearing.
Correction of sound pronunciation– this is work with children who have persistent difficulties in mastering sound pronunciation, aimed at overcomingthese shortcomings.
Both when forming and when correcting sound pronunciation, work on sounds consists of three stages: 1) preparatory; 2) the stage of sound appearance; 3) the stage of sound acquisition in speech.
The teacher’s work on the formation of sound pronunciation and the work of a speech therapist for correcting the pronunciation of sounds are differentby organization, methods, duration.
Educator | Speech therapist |
1. Preparatory |
|
Clarification of the movements of the organs of the articulatory apparatus in a playful way | Creation of certain positions and training of movements of the organs of the articulatory apparatus. |
2. Sound appearance stage |
|
Clarifying a sound or calling it outimitation. Selects sound images (onomatopoeia). | Sound production. The practiced individual movements of the organs of the articulatory apparatus are introduced into a complex of movements, and the articulation of the desired sound in front of the mirror is developed. Uses special techniques. |
3. Stage of sound acquisition in speech |
|
Clarification of the correct pronunciation of sounds. the sound is specified in words, phrases, nursery rhymes, poems, and stories. The material is not given all sequentially, but selectively, at the discretion of the teacher. | Sound automation. Consistent introduction of sound into speech: syllable, word, sentence, nursery rhymes, poem, stories. |
Thus, both the speech therapist and the teacher must clearly understand the nature and characteristics of their work in order, by helping each other, to achieve a common goal - to educate the child in correct speech and prepare him for successful learning at school.
"Difficult Sound"
Speech sounds are formed as a result of a complex set of movements of the articulatory organs. We pronounce different things correctlysounds, both in isolation and in speech stream, thanks to strength, good mobility and differentiated functioning of the organs of the sound-pronunciation apparatus. Thus, producing speech sounds is a complex motor skill.
From infancy, the child makes a lot of various articulatory-facial movements with the tongue, lips, jaw, accompanying these movements with diffuse sounds (mumbling, babbling). Such movements are the first stage in the development of a child’s speech; they play the role of gymnastics of the speech organs in natural conditions of life. Precision, strength and differentiationThese movements develop in the child gradually.
For clear articulation, strong, elastic and mobile speech organs are needed - tongue, lips, soft palate. Articulatory gymnastics is the basis for the formation of speech sounds and the correction of sound pronunciation disorders; it includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.
Articulatory gymnastics is a combination special exercises, aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the organs involved in speech process. Achieving clear pronunciation of sounds, words, and phrases is possible only if there is sufficient mobility of the organs of the articulatory apparatus, their ability to rearrange and work in a coordinated manner.
Individual correction plan
Work with a child for the school year
Main areas of work | Types of activities |
|
Development of articulatory motor skills: Articulation exercises; Speech therapy massage; Self-massage. | individual |
|
Formation of correct sound pronunciation | individual |
|
Development of phonemic processes | Individual, subgroup |
|
Clarification and enrichment of the vocabulary by topic. | Subgroup |
|
Working on the syllable structure of a word | Individual |
|
Improving the grammatical structure of speech | Individual, subgroup |
|
Improving the psychological basis of speech: Expanding the volume of auditory and visual memory; Development of verbal thinking. | Individual, subgroup |
Speech therapy work with children of the first level of speech development
Period | Main content of the work |
I | Development of speech understanding Teach children to find objects and toys. Teach children to call their parents and relatives (mom, dad, grandmother). Teach children to remember and choose from a number of toys and objects offered by adults (2-4 toys). |
II | Development of speech understanding Learn to understand the gender categories of singular past tense verbs:Valya was reading a book; Valya was reading a book. Development of active imitative speech activity Teach children to give orders: here, go, give it. Development of attention, memory, thinking Teach children to remember toys (objects, pictures) and choose them from different thematic groups and arrange them in a certain sequence:ball, car, hat; ball, spoon, pencil. |
As a result of speech therapy work, children should learn:
understand and identify from speech the names of surrounding objects and actions with them (in accordance with the studied lexical topics: “Toys”, “Utensils”, “Furniture”, “Food”, “Clothing”, etc.);
name some parts of the body (head, legs, arms, eyes, mouth, ears etc.) and clothing (pocket, sleeve etc.);
indicate the most common actions (sit, my, stand, sing, eat, drink, goetc.), some of their physiological and emotional-affective states (cold, warm, painfuletc.);
express desires using simple requests and appeals;
answer simple questions with one word or a two-word phrase without using a gesture; in some cases, the use of sound complexes is allowed.
In this case, there are no requirements for the phonetic correctness of the statement, but attention is drawn to the grammatical
The purpose of articulation gymnastics- development of full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.
Organization of articulation gymnastics
1. An adult talks about the upcoming exercise using game techniques.
2. An adult demonstrates the exercise.
3. The child does the exercise, and the adult controls the execution.
An adult conducting articulatory gymnastics must monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal.
4. If the child is unable to do some movement, help him (with a spatula, the handle of a teaspoon, or just a clean finger).
5. In order for the child to find the correct position of the tongue, for example, lick the upper lip, spread it with jam, chocolate or something else that your child likes. Approach the exercises creatively.
At first, when children perform exercises, tension in the movements of the organs of the articulatory apparatus is observed. Gradually the tension disappears, movements become relaxed and at the same time coordinated.
The system of exercises for the development of articulatory motor skills should include both static exercises and exercises aimed at developing dynamic coordination of speech movements.
1. Articulation gymnastics must be carried out daily so that the skills developed in children are consolidated. It is better to perform the exercises 3-4 times a day for 3-5 minutes. Children should not be offered more than 2-3 exercises at a time.
2. Each exercise is performed 5-7 times.
3. Static exercises are performed for 10-15 seconds (holding the articulatory pose in one position).
4. When selecting exercises for articulatory gymnastics, you must follow a certain sequence, moving from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.
5. Of the two or three exercises performed, only one can be new; the second and third are given for repetition and consolidation. If a child does not perform an exercise well enough, new exercises should not be introduced; it is better to practice old material. To consolidate it, you can come up with new gaming techniques.
6. Articulation gymnastics is performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position.
7. The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. The child can also use a small hand mirror (approximately 9x12 cm), but then the adult must be opposite the child, facing him.
8. It’s better to start gymnastics with lip exercises.
Make sure that the tip of the tongue is lowered and located in the depths of the mouth, and the back is raised towards the sky.
Lip exercises
1. Smile.
Keeping your lips in a smile. Teeth are not visible.
2.
Proboscis (Tube).
Pulling the lips forward with a long tube.
3. Fence.
The lips are in a smile, the teeth are closed in a natural bite and are visible.
4. Bagel (Speaker).
The teeth are closed. The lips are rounded and slightly extended forward. The upper and lower incisors are visible.
5.
Fence - Bagel. Smile - Proboscis.
Alternating lip positions.
6. Rabbit.
The teeth are closed. The upper lip is raised and exposes the upper incisors.
Exercises to develop lip mobility
1. Biting and scratching first the upper and then the lower lip with your teeth.
2.
Smile - Tube.
Pull your lips forward with a tube, then stretch your lips into a smile.
3. Piglet.
Move your lips extended like a tube left and right, and rotate them in a circle.
4.
The fish are talking.
Clap your lips together (make a dull sound).
5. Squeeze the upper lip by the nasolabial fold with the thumb and index fingers of one hand and the lower lip with two fingers of the other hand and stretch them up and down.
6. Pull your cheeks firmly inward, and then sharply open your mouth. It is necessary to ensure that when performing this exercise, the characteristic sound of a “kiss” is heard.
7. Duck.
Stretch your lips, compress them so that thumbs were under the lower lip, and all the rest were on the upper lip, and pull your lips forward as much as possible, massaging them and trying to imitate the beak of a duck.
8.
Disgruntled horse.
The flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. The result is a sound similar to the snorting of a horse.
9. The mouth is wide open, the lips are drawn inside the mouth, pressing tightly against the teeth.
If your lips are very weak:
- puff out your cheeks strongly, holding air in your mouth with all your might,
- holding a pencil (plastic tube) with your lips, draw a circle (square),
- hold the gauze napkin with your lips - the adult tries to pull it out.
Exercises for lips and cheeks
1. Biting, patting and rubbing cheeks.
2. Well-fed hamster.
Inflate both cheeks, then inflate the cheeks alternately.
3.
Hungry hamster.
Pull in your cheeks.
4. Mouth closed. Hitting the puffed-out cheeks with your fist, causing the air to come out with force and noise.
Static exercises for the tongue
1. Chicks.
The mouth is wide open, the tongue lies quietly in the oral cavity.
2. Spatula.
The mouth is open, a wide, relaxed tongue rests on the lower lip.
3. Calyx.
The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
4.
Needle (Arrow. Sting).
The mouth is open. The narrow, tense tongue is pushed forward.
5.
Gorka (Pussy is angry).
The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up.
6. Tube.
The mouth is open. The lateral edges of the tongue are curved upward.
7. Fungus.
The mouth is open. Suck your tongue to the roof of your mouth.
Dynamic exercises for the tongue.
1.
Clock (Pendulum).
The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.
2. Snake.
The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.
3. Swing.
The mouth is open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors.
4.
Football (Hide the candy).
Mouth closed. With a tense tongue, rest on one or the other cheek.
5. Brushing your teeth.
Mouth closed. Move your tongue in a circular motion between your lips and teeth.
6. Coil.
The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue rolls forward and retracts into the depths of the mouth.
7. Horse.
Suck your tongue to the roof of your mouth and click your tongue. Click slowly and firmly, pulling the hyoid ligament.
8. Accordion.
The mouth is open. Suck your tongue to the roof of your mouth. Without lifting your tongue from the roof of your mouth, strongly pull down your lower jaw.
9. Painter.
The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.
10.
Delicious jam.
The mouth is open. Using a wide tongue, lick your upper lip and move your tongue deep into your mouth.
11. Let's lick our lips.
The mouth is slightly open. Lick first the upper, then the lower lip in a circle.
Exercises to develop mobility of the lower jaw
1.
Cowardly little bird.
Open and close your mouth wide, so that the corners of your lips extend. The jaw drops approximately the width of two fingers. The “chick” tongue sits in the nest and does not protrude. The exercise is performed rhythmically.
2. Sharks.
On the count of “one” the jaw lowers, on “two” - the jaw moves to the right (the mouth is open), on the count of “three” - the jaw is lowered into place, on “four” - the jaw moves to the left, on “five” - the jaw is lowered, on “six” - the jaw moves forward, “seven” - the chin is in its usual comfortable position, the lips are closed. You need to do the exercise slowly and carefully, avoiding sudden movements.
3. Imitation of chewing with a closed and open mouth.
4. Monkey.
The jaw drops down with the tongue extending to the chin as much as possible.
5. Angry lion.
The jaw drops down with the maximum extension of the tongue towards the chin and the mental pronunciation of the sounds a or e on a firm attack, more difficult - with a whispered pronunciation of these sounds.
6. Strongman.
The mouth is open. Imagine that there is a weight hanging on your chin that needs to be lifted up, while raising your chin and straining the muscles underneath it. Gradually close your mouth. Relax.
7. Place your hands on the table, fold your palms one on top of the other, rest your chin on your palms. Opening your mouth, press your chin onto your resisting palms. Relax.
8. Lower the jaw down while overcoming resistance (the adult holds his hand under the child’s jaw).
9. Open the mouth with the head tilted back, overcoming the resistance of the adult’s hand lying on the back of the child’s head.
10. Teasing.
Open your mouth wide and often and say: pa-pa-pa.
11. Silently, slowly (with one exhalation) pronounce the vowel sounds:
aaaaaaaaaaaaaa
Yayyyyyyyyyyyyyyyyyyy (the distance between the teeth is two fingers);
o
eeeeeeeeeeeee (the distance between the teeth is one finger);
iiiiiiiiiiii (mouth slightly open).
12. Say vowel sounds with your voice:
aaaaaaaaaaaaa
Yayyyyyyyyyy
o
yeeeeeeeeeeeeeeeeeeee
iiiiiiiiiiii
13. Pronounce several vowel sounds together and drawn out on one exhalation:
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhh
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhh
aaaaaaaaand
iiiiiiiiiight
ohhhhhhhhhhhhhhhhhhhhhhh
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh!
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiight
ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh...
Make sure that when pronouncing sounds, the mouth opening is sufficiently full.
14. Say proverbs, sayings, tongue twisters that are rich in vowel sounds that require a wide opening of the mouth.
Small, but smart.
Two of a Kind.
I found a scythe on a stone.
Know the edge, don't fall.
Like the fisherman, like the fish.
A rolling stone gathers no moss.
The snake has a bite, the hedgehog has a hedgehog.
While performing the exercises, make sure that lower jaw dropped down freely, pronounce the vowel sounds a little emphasized at first.
Training the muscles of the pharynx and soft palate
1. Yawn with your mouth open and closed.
Yawn with a wide opening of the mouth and noisy intake of air.
2. Cough voluntarily.
It is good to clear your throat with your mouth wide open, clenching your fists forcefully.
Cough with your tongue hanging out.
3. Imitate gargling with your head thrown back.
Gargle with a heavy liquid (jelly, juice with pulp, kefir).
4. Swallow water in small portions (20 - 30 sips).
Swallow drops of water or juice.
5. Puff out your cheeks with your nose pinched.
6. Slowly pronounce the sounds k, g, t, d.
7. Imitate:
- I moan,
- mooing,
- I whistle.
8. Throw your head back while overcoming resistance. The adult holds his hand on the back of the child's head.
Lower your head overcoming resistance. The adult holds his hand on the child's forehead.
Throw back and lower your head while pressing firmly with your chin on the fists of both hands.
9. Pull your tongue towards your chin and pull it into your mouth against resistance. The adult tries to keep the child's tongue out of the mouth.
10. Pronounce the vowel sounds a, e, i, o, u on a firm attack.
11. Say, holding the tip of the protruding tongue with your fingers, i-a. The sound "i" is separated from the sound "a" by a pause.
12. Inflate rubber toys, let them bubble.
A set of exercises to develop the correct pronunciation of the sound P
1. Whose teeth are cleaner?
Goal: to develop upward tongue movement and language proficiency.
Description: open your mouth wide and use the tip of your tongue to “brush” the inside of your upper teeth, moving your tongue from side to side.
Attention!
1. Lips in a smile, upper and lower teeth visible.
2. Make sure that the tip of the tongue does not protrude or bend inward, but is located at the roots of the upper teeth.
3. The lower jaw is motionless; Only the language works.
2. Painter
Goal: to practice upward movement of the tongue and its mobility.
Description: smile, open your mouth and “stroke” the roof of your mouth with the tip of your tongue, moving your tongue back and forth.
Attention!
1. Lips and lower jaw should be motionless.
2. Make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.
3.
Who will kick the ball further?
Goal: to produce a smooth, long-lasting, continuous air stream running in the middle of the tongue.
Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound “f” for a long time, blow the cotton wool onto the opposite edge of the table.
Attention!
2. You can’t puff out your cheeks.
3. Make sure that the child pronounces the sound “f” and not the sound “x”, i.e. so that the air stream is narrow and not diffuse.
4.
Delicious jam.
Attention!
5. Turkey.
Description: open your mouth slightly, place your tongue on the upper lip and move the wide front edge of the tongue along the upper lip back and forth, trying not to lift the tongue from the lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey babbling).
Attention! 1. Make sure that the tongue is wide and does not narrow.
2. Make sure that the tongue moves back and forth, and not from side to side.
6. Drummers.
Goal: strengthen the muscles of the tip of the tongue, develop the ability to lift the tongue upward and the ability to make the tip of the tongue tense.
Description: smile, open your mouth and tap the tip of your tongue on the upper alveoli, repeatedly and clearly pronouncing a sound reminiscent of English sound"d". First, pronounce the sound “d” slowly, gradually increase the tempo.
Attention!
1. The mouth should be open all the time, lips in a smile, lower jaw motionless; Only the language works.
2. Make sure that the sound “d” has the character of a clear blow and is not squelching.
3. The tip of the tongue should not curl up.
4. The sound “d” must be pronounced so that the exhaled air stream is felt. To do this, you need to bring a piece of cotton wool to your mouth. At correct execution exercise she will deviate.
A set of exercises to develop the correct pronunciation of the sound L
1.
Punish the naughty tongue.
Goal: to develop the ability to relax the muscles of the tongue and keep it wide and spread out.
Attention!
2.
The tongue should be wide, its edges touching the corners of the mouth.
3.
You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air.
2.
Delicious jam.
Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of the cup.
Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.
Attention!
1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger).
2. The tongue should be wide, its lateral edges touching the corners of the mouth.
3. The steamer is humming.
Goal: to develop the upward movement of the back of the tongue.
Description: open your mouth slightly and pronounce the sound “y” for a long time (like the hum of a steamship).
Attention!
Goal: to develop the upward movement of the tongue, the mobility of its front part.
Description: open your mouth slightly, place your tongue on the upper lip and move the wide front edge of the tongue along the upper lip back and forth, trying not to lift the tongue from the lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey bobbing).
Attention!
1. Make sure that the tongue is wide and does not narrow.
2. So that the tongue moves back and forth, and not from side to side.
3. The tongue should “lick” the upper lip, and not be thrown forward.
5. Swing.
Goal: to develop the ability to quickly change the position of the tongue, which is necessary when combining the sound l with the vowels a, y, o, u. Description: smile, show your teeth, open your mouth slightly, put your wide tongue behind your lower teeth (from the inside) and hold in this position for a count of one to five. So alternately change the position of the tongue 4-6 times.
Attention!
Make sure that only the tongue works, and the lower jaw and lips remain motionless.
6. Horse.
Goal: strengthen the muscles of the tongue and develop upward movement of the tongue.
Description: smile, show teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves).
Attention!
1. The exercise is first performed at a slow pace, then faster.
2. The lower jaw should not move; Only the language works.
3. Make sure that the tip of the tongue does not turn inward, i.e. so that the child clicks his tongue rather than smacking.
7.
The horse rides quietly.
Goal: to develop an upward movement of the tongue and help the child determine the place of the tongue when pronouncing the sound “l”.
Description: the child must make the same tongue movements as in the previous exercise, only silently.
Attention!
1. Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise.
2. The tip of the tongue should not bend inward.
3. The tip of the tongue rests on the roof of the mouth behind the upper teeth, and does not protrude from the mouth.
8. The breeze is blowing.
Purpose: to produce an air stream that exits along the edges of the tongue.
Description: smile, open your mouth slightly, bite the tip of your tongue with your front teeth and blow. Check the presence and direction of the air stream with a cotton swab.
Attention! Make sure that the air does not come out in the middle, but from the corners of the mouth.
Tongue twisters for the sound l
Mom did not regret soap,
Mom washed Mila with soap.
Mila didn't like soap
But Mila didn’t whine.
Mila is great!
He sat down and ate everything.
Near the bell stake.
Where the jelly is, I ate it there.
The Christmas tree has pins and needles.
Christmas tree, Christmas tree, Christmas tree,
A prickly needle.
A woodpecker was sitting on a tree and pecking holes.
He lay, lay, stretched, ran away.
Klim threw his bow at Luka.
Malanya the scrambled milk was chattering,
She chatted and chatted and blurted everything out.
In the shallows we caught lnalima.
Lena barely ate; she didn’t want to eat out of laziness.
Alyonka sat down in the corner; Alyonka had a lot to do.
Needle-needle, you are sharp and prickly.
A cap on a cap, a cap under a cap.
The cap is sewn, but not in the Kolpakov style,
The bell is poured out, but not in a bell-like manner.
The cap is not sewn in the Kolpakov style,
The bell was not poured like a bell.
It is necessary to re-cap, re-cap,
Re-bell the bell, re-bell the bell.
There are pigeons in the dovecote, and acorns on the oak tree.
Grandfather Philip got angry -
The sticky glue stuck to it.
The fox cubs went to visit the fox.
Lip exercises
"Smile". Smile so that the upper and lower teeth are visible and hold this position for 5-7 seconds.
"Tube". Extend lips with a tube:
1st option - pronounce the sound [U] for a long time without using your voice;
2nd option - pull your lips slightly forward, as if forming a square; teeth are closed.
"The doors are opening." Slowly open your mouth until there is a distance of 10-15 mm between the upper and lower teeth, hold your lips in the “Smile” position.
Tongue exercises
Particular attention should be paid to exercises to control the muscles of the tongue.
1. "Pancake". Place a wide, relaxed tongue on the lower lip. Make sure that the lower lip is not pulled over the teeth, and the upper teeth are also not covered by the upper lip (that is, the “Smile” position is maintained). If the tongue does not take the desired shape, pronounce the syllables “ba-ba-ba” with your tongue sticking out between your lips. Upon achieving success, make the tongue wide without pronouncing these syllables and blow until a groove is formed along the midline of the tongue.
2. “Whose teeth are cleaner?” Open your mouth slightly and use the tip of your tongue to “brush” the inside of your upper teeth, moving your tongue from side to side.
"Kitty." Bend the wide tip of the tongue up towards the nose. If this movement does not work, then you should first practice licking the upper teeth under the lip from right to left, then licking the upper lip.
3. "Painter". Smile, open your mouth and stroke the hard palate with the tip of your tongue, moving your tongue back and forth.
“Swing” (inside the mouth). Bend the wide tip of the tongue alternately up and down between the teeth, gradually pulling it into the depths of the mouth.
All movements should be done slowly, clearly, rhythmically with a mental count of “one-two” (up), “one-two” (down), etc., gradually accelerating the pace in subsequent sessions.
4. "Horse". Click the tip of your tongue. Suck the tip of your tongue to the front edge of the roof of your mouth and tear it off, opening your mouth wide.
5. “Mushroom”. Lips in the “Smile” position, teeth open. Suck the front part of the tongue to the hard palate. Holding your tongue in this position, connect and open your teeth until lungs appear. pain in the area of the hypoglossal ligament.
6. "Machine gun." Smile, open your mouth and tap the tip of your tongue behind your upper teeth, repeatedly and clearly pronouncing the sound [D]: “d-d-d.” First pronounce the sound [D] slowly, then gradually speed up the tempo.
7. “The plane is buzzing.” Lips in the “Smile” position, the upper and lower teeth are visible, open by 10-15 mm. The wide tip of the tongue behind the upper teeth. Pronounce the sounds [Z] or [Zh] (you should get a sound reminiscent of the roar of a motor).
Important: The lateral edges of the tongue should be pressed against the molars, the tip of the tongue should be thin and mobile, the lips should not be rounded.
If the child does not succeed in the “The plane is buzzing” exercise for a long time, then you can lift his tongue by the upper teeth with your fingers or a spatula. In this case, the child must pronounce “j-z-z-z” for a long time.
8. If the child successfully copes with all the exercises, you can begin to directly produce the sound [P], using mechanical assistance: put a rubber pacifier on a wooden spatula and, placing the tongue in the position for the “The plane is buzzing” exercise, make quick oscillatory movements to the right -to the left or back and forth under the tip of the tongue until a stable vibration of the tongue is obtained.
Staging the sound [P] using a pacifier is easier and faster in a lying position: the child’s head lies on the teacher’s lap.
The mechanical method gives the child the opportunity to feel the vibration of the tongue, muscularly imprint it and subsequently reproduce it without mechanical assistance.
9. Vibration of the tongue can sometimes be obtained by the following technique: place a thick ball of paper (tied to a long thread that the child holds in his hands) on the tip of the tongue, remove the tongue by the upper teeth and blow it off the tongue with a strong air stream.
Important: It is necessary to strictly ensure that the child does not inhale the lump of paper.
10. Another technique is based on the rapid repetition of the sound [D] in one exhalation, articulated in a special way: the child is asked to pronounce the sound [D] quickly and repeatedly (“dddddddddddd...”) with a half-open mouth (the tip of the tongue at the upper alveoli).
The child should see quick strokes of the tip of the tongue in the mirror. The tempo of these beats gradually increases and the tip of the tongue oscillates in different rhythms (“dddd..., ddddddd..., ddd-ddd-ddd”). These rhythmic tongue strokes are then combined with vowels in forward and backward order, for example:
ddda addd addda
dddy ydddy ydddy
While the child is performing these exercises, use a spatula placed under the front edge of the tongue to make frequent oscillatory movements, which causes a rumble characteristic of the sound [P] to be heard.
If there is difficulty in performing these exercises with an open mouth or if “jumping” movements of the lower jaw are observed simultaneously with the work of the tongue, a wooden spatula or rubber block should be inserted from the side between the molars ( toothbrush), which will act as a spacer. Soon there will be no need for mechanical fixation of the lower jaw.
Vibration of the tongue can be obtained without using a spatula if, at the moment of pronouncing “d-d-d”, you tap your palm below the chin. The child pronounces words with reverse syllables, the teacher taps his palm under the chin from below (for example, “a-d-d, i-d-d, ka-d-d, pa-d-d...”).
11. When transitioning from the sound combinations “tr, dr” to syllables (dra-, tra-), children have difficulty pronouncing the syllables tra-, dra-. In this case, you can offer the child the following technique: clenching his fists, place them in front of his chest, and at the moment of pronouncing “dr-r-r-a”, sharply lower his hands down. You can combine saying “tra, dra” with jumping up on both legs and clapping your hands. Performing sharp and strong movements in combination with pronouncing syllables and short words switches the child from excessive concentration on articulatory movements and facilitates the transition from the isolated reproduction of sound combinations “tr, dr” to the introduction of sound into syllables and words. The same technique can be used if it is difficult to pronounce the sound [P] when combined with other consonants (“br-r, vr-r”): clench your fists tightly and, sharply lowering them down, say: brother, bravo.
12. Sometimes a child can pronounce a whispered, dull, long sound [P] with clenched teeth. In this case, the child can be asked to pronounce the sounds “trr” by biting on a wooden spatula. By gradually increasing the distance between the teeth (to do this, bite down on a spatula folded in half or three), it is possible to obtain a prolonged pronunciation of the combination “tr-rr” with open teeth.
After vibration has been achieved, through various exercises on the material of syllables, words and phrases, pronounced gradually at a faster pace, it is necessary to achieve automation of the learned articulation and get rid of the excessively booming pronunciation of the sound [P].
13. To produce the sound [P], the child must be shown (in front of a mirror) the position of the tongue: the front edge of the tongue is not at the alveoli, but at the necks of the upper incisors. When instead of [P"] it turns out solid sound[R], we must achieve a gradual movement of the tongue forward, towards the upper incisors, based on the combination of a consonant with the front vowel [I].
When automating the sounds [P], [P"] in words, one should take into account the child’s articulatory abilities, his age, and the ability to master the semantics and syllabic structure of the word.
Tongue Twisters
All beavers are kind to their own beavers.
Three crows on the gate
Three magpies on the doorstep
Three trees, three black grouse.
A ferry makes its way across the river,
They jump in tongue twisters,
Like steam in a frying pan.
He reported, but didn’t complete his report, but began to complete his report, and completed his report.
Once upon a time there were crayfish, bully crayfish.
The crayfish lived noisily and started fights.
Two woodcutters, two woodcutters
In the yard they chop wood with axes.
Thirty-three cars in a row
They chatter and chatter.
Three trumpeters blew their trumpets.
Large red grapes grow on Mount Ararat.
there is a path on the grass, there is grass on the path.
Eagle on the mountain, feather on the eagle.
Three paths, three cuttings.
Grandfather Egor is coming from behind the forest, from behind the mountains.
They use shotguns to hit quails and black grouse.
The crow missed the crow.
Yegor walked through the yard,
He carried an ax to repair the fence.
The queen gave the gentleman a caravel.
The queen and her gentleman left in the caravel.
Karl stole corals from Clara, and Clara stole a clarinet from Karl.
Prokop left - the dill was boiling.
Prokom arrived - the dill was boiling.
How dill boiled under Prokop,
So without Prokop the dill was boiling.
Pyotr Petrov, nicknamed Perov,
I caught a quail bird.
Marina marinated mushrooms.
Pyotr Petrovich Prygunov arrived from Perm to Rostov.
Polycarp's catch is three crucian carp, three carp.
In Khariton's aquarium
Four cancers and three newts.
A set of exercises to develop correct pronunciation
hissing sounds (sh, zh, shch, h)
1.
Punish the naughty tongue.
Goal: to develop the ability, by relaxing the muscles of the tongue, to hold it wide and spread out.
Description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten.
Attention!
1. The lower lip should not be tucked in or pulled over the lower teeth.
2. The tongue should be wide, its edges touching the corners of the mouth.
3. You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air.
You can check the implementation like this: bring the cotton wool to the child’s mouth; if he does the exercise correctly, it will deviate. At the same time, this exercise promotes the development of a directed air stream.
2.
Make your tongue broad.
Goal: to develop the ability to hold the tongue in a calm, relaxed position.
Description: smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten.
Attention!
1. Do not stretch your lips into a strong smile so that there is no tension.
2. Make sure that the lower lip does not curl up.
3. Do not stick your tongue out too far; it should only cover your lower lip.
4. The lateral edges of the tongue should touch the corners of the mouth.
3.
Glue on some candy.
Goal: strengthen the muscles of the tongue and practice lifting the tongue upward.
Description: Place the wide tip of your tongue on your lower lip. Place a thin piece of toffee on the very edge of your tongue and glue a piece of candy to the roof of your mouth behind your upper teeth.
Attention!
1. Make sure that only the tongue works; the lower jaw must be motionless.
2. Open your mouth no wider than 1.5-2 cm.
3. If the lower jaw is involved in the movement, you can place the child’s clean index finger on the side between the molars (then it will not close the mouth).
4. The exercise must be performed at a slow pace.
4.
Fungus.
Goal: to develop an upward lift of the tongue, stretching the hyoid ligament (frenulum).
Description: smile, show teeth, open your mouth slightly and, pressing your wide tongue with its entire plane to the palate, open your mouth wide. (The tongue will resemble a thin mushroom cap, and the stretched hyoid ligament will resemble its stem.)
Attention!
1. Make sure your lips are in a smiling position.
2. The side edges of the tongue should be pressed equally tightly - neither half should fall down.
3. When repeating the exercise, you need to open your mouth wider.
5.
Who will kick the ball further?
Goal: to produce a smooth, long-lasting, continuous air stream running in the middle of the tongue. Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound f for a long time, blow the cotton wool onto the opposite edge of the table.
Attention!
1. The lower lip should not be pulled over the lower teeth.
2. You can’t puff out your cheeks.
3. Make sure that the child pronounces the sound f and not the sound x, i.e. so that the air stream is narrow and not diffuse.
6.
Delicious jam.
Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of a cup, which it takes when pronouncing hissing sounds.
Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.
Attention!
1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger).
2. The tongue should be wide, its lateral edges touching the corners of the mouth.
3. If the exercise does not work out, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up and wrap it over the upper lip.
7.
Harmonic.
Goal: strengthen the muscles of the tongue, stretch the hypoglossal ligament (frenulum).
Description: smile, open your mouth slightly, stick your tongue to the roof of your mouth and, without lowering your tongue, close and open your mouth (just as the bellows of an accordion stretch, so does the hyoid frenulum stretch). The lips are in a smiling position. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer.
Attention!
1. Make sure that when you open your mouth, your lips are motionless.
2. Open and close your mouth, holding it in each position for a count of three to ten.
3. Make sure that when you open your mouth, one side of the tongue does not sag.
8.
Focus.
Goal: to develop the ability to lift the tongue upward, the ability to shape the tongue into a ladle and direct the air stream in the middle of the tongue.
Description: smile, open your mouth slightly, place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. The air should go in the middle of the tongue, then the fleece will fly up.
Attention!
1. Make sure that the lower jaw is motionless.
2. The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which an air stream flows. If this doesn't work, you can hold your tongue slightly.
3. The lower lip should not be tucked in or pulled over the lower teeth.
tongue twisters with sound
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Tongue twisters with the sound sh
Masha has poppies and daisies in her pocket.
Ruffe are good in Sheken, pike are also good.
I was walking along the highway with a walking stick and heard the noise of the chassis.
There's a midge in the porridge.
Hurry up, cat, eat from the bowl
Porridge with midges.
Our chess player will out-chess your chess player, out-chess.
Cuckoo bought a hood.
Put on the cuckoo's hood,
How funny he is in the hood!
(I. Demyanov)
Sixteen mice walked
And they found six pennies.
And mice, which are worse,
The pennies are noisily fumbled.
In the hut only the bumblebee makes noise.
There, curled up, Sasha is sleeping.
Hush, mice! Cat on the roof!
Make some noise - he will hear!
A hat and a fur coat - that’s our Mishutka.
I walked over the pebbles and found a silk fur coat.
Hurry up, don't hesitate,
Run for a nut.
And the nuts are good
Don't hesitate, hurry up.
They walked and walked and found the pie.
We sat down, ate, and moved on.
Misha knocked a bump off with his hat.
Our path is strewn with peas.
Take a spoon and eat some peas.
The cockerel whispers to the cat:
- Do you see the lush comb?
The cat whispers to the cockerel:
- Take one step and I'll take a bite!
Tongue twisters for the sound
Fluttering fins, toothy and skinny.
Looking for food for lunch, the pike walks around the bream.
The pike tries in vain to drag away the bream.
When we stir the grass in the grove, we will pinch the sorrel.
You, mother, don’t look for us - we pinch sorrel for cabbage soup.
Tongs and pliers - these are our things.
I’m dragging, I can’t drag it, I’m afraid I won’t let go.
Wolves prowl, looking for food.
I clean the puppy with a brush, tickling its sides.
My mother-in-law treated us to cabbage soup and bream.
Bring vegetables and there will be cabbage soup.
Cabbage soup and porridge are our food.
The goldfinch chirped with the goldfinch,
I tickled my goldfinches,
And the goldfinch
And the goldfinch
They squeak at the goldfinch.
With its gap-toothed mouth gaping, the puppy bristled its skinny body.
The pike will not find food for the small bee.
A puny goldfinch near the grove cried and squealed mercilessly.
And now the brushes, the brushes, began to crackle like rattles.
Two puppies are nipping cheek to cheek at a brush in the corner.
Don’t spare the same cabbage soup, but pour it thicker.
Scales on a pike, bristles on a pig.
Don't look for a goose's mustache - you won't find it.
You can’t outdo any dandy in panache.
The puppy squeaks pitifully - he is dragging a heavy shield.
You won't find pike or bream in the grove.
The skinny mother-in-law spared her son-in-law.
A bunch of vegetables, cabbage soup and borscht,
Pike cheeks and bream
The mother-in-law dragged the weak son-in-law,
She generously treated me with food,
She foreshadowed the tabernacles of paradise.
Tongue Twisters |
Buy a pile of spades. The Turk smokes a pipe, pecks the Turk's grains. Our river is as wide as the Oka. The gorilla spoke to them, sentenced, Near the bell stake. I was sitting at Oka’s, eating apples. Mow, mow, while there is dew. Klava put the onion on the shelf, Konstantin stated. The jackdaw sat on the fence, The messenger from the galleys burned to death. Kolya is near the collie, There goes a goat with a sideways goat, The thunderstorm is threatening, the thunderstorm is threatening. Pigeon, goose and jackdaw - that's the whole counting rhyme. If only there were no profits and no losses. The crested little girls laughed with laughter. The soup was not bad, the soup was not bad. A couple of birds fluttered and fluttered. Yes, and fluttered out. The chicks of the hochlatka are good |
Speech therapy PURE SPEAKERS
Pure twisters, tongue twisters and poems given here are needed forautomation(i.e., to reinforce sounds so that the child pronounces them mechanically, without thinking each time about where and how he places his tongue) anddifferentiation(discrimination - children often confuse soundss-sh, z-zh, sh-zh, s-z, r-l, r-l, ch-t, sh-s, ts-sand etc.).
[l]
La-la-la - the girl was sleeping.
Lo-lo-lo - the pine tree has a hollow.
Lu-lu-lu - give me the saw.
Ly-ly-ly - clean floors.
Al-al-al - I'm going to the basement.
Ol-ol-ol - the aspen has a trunk.
Ul-ul-ul - here is a high chair.
Il-il-il - the grandfather lived in the world.
[l"]
La-la-la - this is my land.
Le-le-le - you say “hello”.
Le-le-le - mud on the oar.
Lu-lu-lu - I’ll whiten the walls.
Li-li-li - we were herding a goat.
[R]
Ra-ra-ra - snowy mountain.
Ro-ro-ro is a new feather.
Ru-ru-ru - I'll pick some berries.
Ry-ry-ry - mosquitoes hover.
Ar-ar-ar - a mosquito lives here.
Or-or-or - there is a pattern on the wall.
Ur-ur-ur - don't chase the chickens.
Ir-ir-ir is not war, but peace.
[R"]
Rya-rya-rya - blue seas.
Ryu-ryu-ryu - I'm cooking dinner.
Ri-ri-ri - the lights are shining.
Re-re-re - children on the mountain.
Ar-ar-ar - I want a primer.
Or-or-or - Nikita has measles.
Er-er-er-er - knock on the door.
Ur-ur-ur - we are not afraid of storms.
[w]
Sha-sha-sha - Lena is good.
Sho-sho-sho - good in summer.
Shu-shu-pgu - I'm writing to you.
Shi-shi-shi are babies.
She-she-she - I like you.
Ash-ash-ash - this is our house.
Osh-osh-osh - lost the knife.
Ush-ush-ush - here's a cold shower.
Ish-ish-ish - why are you silent?
Eat, eat, eat, eat apples.
[and]
Zha-zha-zha - two hedgehogs are walking.
Jo-jo-jo - I'll go out to the meadow.
Zhu-zhu-zhu - I'll tie a ribbon.
Zhi-zhi-zhi - I have knives.
[h]
Cha-cha-cha - curl at the shoulder.
Cho-cho-cho - left shoulder.
Chu-chu-chu - I want juice.
Chi-chi-chi - new keys.
Che-che-che - a strap on the shoulder.
Ach-ach-ach - the rook bird walks.
Ooh-oh-oh - here’s mom’s daughter.
Uch-uch-uch - a bright beam is visible.
Ech-ech-ech - here is a huge sword.
[sch"]
Right now - I caught a bream.
More-more-more - lose again.
I'm looking for you - I'm looking for you.
Shchi-schi-schi - look for me.
Shh-sche-sche - a hole in the cloak.
Whoosh, whoosh, whoosh, I'll put on a raincoat.
Oh-oh-oh-oh - there's horsetail in the swamp.
More-more-more - the bream swims up.
Ush-ush-ush - here is green ivy.
[With]
Sa-sa-sa - here comes the wasp.
So-so-so - we're rolling the wheel.
Su-su-su - I'm grazing the horse.
Sy-sy-sy - long mustache.
As-as-as - we bought kvass.
Os-os-os is a curious nose.
Us-us-us - Lena has a lot of beads.
Is-is-is - I played an encore.
[With"]
Xia-xia-xia - that’s all the carrots.
Si-si-si - crucian carp in the mud.
Se-se-se - the wolf goes to the fox.
Hey, hey, hey, it's all summer.
As-as-as - the crucian carp swam away.
Axis-axis-axis - there is an elk near the swamp.
I'm learning to play.
Is-is-is - you learn to play.
[z]
For-for-for - a white goat.
Zo-zo-zo - here comes the bison.
Zu-zu-zu - we are leading a goat.
Zy-zy-zy - goat's milk.
[z"]
Zya-zya-zya - we can’t get sick.
Ze-ze-ze - I'll give the goat a drink.
Zi-zi-zi - bring the cubes.
[ts]
Tsa-tsa-tsa - white sheep.
Tso-tso-tso - sweet face.
Tsk-tsk-tsk - they ate cucumbers.
Tset-tse-tse - eyebrows on the face.
Ets-ets-ets - here is the singer singing.
Non-traditional exercises to improve articulatory motor skills
In addition to generally accepted articulation exercises, I offer non-traditional exercises that are playful in nature and challenge positive emotions in children.
Exercises with a ball
The diameter of the ball is 2-3 cm, the length of the rope is 60 cm, the rope is threaded through a through hole in the ball and tied in a knot.
1. Move the ball along the rope stretched horizontally on the fingers of both hands with your tongue to the right and left.
2. Move the ball up along a vertically stretched rope (the ball falls down randomly).
3. Push the ball up and down with your tongue, the rope is stretched horizontally.
4. Tongue - “cup”, goal: to catch the ball in the “cup”.
5. Catch the ball with your lips, push it out with force, “spitting” it out.
6. Catch the ball with your lips. Close your lips as much as possible and roll the ball from cheek to cheek.
7. Tell tongue twisters with a ball in your mouth, holding a string with your hands.
Note. While working, the adult holds the rope in his hand. After each lesson, rinse the ball and string thoroughly with warm water and baby soap and dry with a napkin. The ball must be strictly individual.
Exercises with a spoon
1. Hold a teaspoon in your fist and place it to the corner of your mouth, push your tongue into the concave side of the spoon to the left and right, turning the hand with the spoon accordingly.
2. Push the spoon up and down into the concave part.
3. The same, but push the spoon into the convex part.
4. Tongue - “spatula”. Tap the convex part of a teaspoon on your tongue.
5. Apply pressure with the edge of the spoon onto the relaxed tongue.
6. Press the spoon tightly against the lips in front of the lips, folded into a tube, with the convex side and perform circular movements clockwise and counterclockwise.
7. Stretch your lips into a smile. Use the convex part of a teaspoon to make circular movements around your lips clockwise and counterclockwise.
8. Take a teaspoon to the right and left hand and make light patting movements on the cheeks from bottom to top and top to bottom.
9. Circular movements with teaspoons on the cheeks (from nose to ears and back).
10. Patting teaspoons on the cheeks with both hands simultaneously from the corners of the mouth stretched in a smile to the temples and back.
Tongue exercises with water
"Don't spill the water"
1. The tongue in the shape of a deep “bucket” with a small amount of water (water can be replaced with juice, tea, compote) is strongly protruded forward from the wide open mouth. Hold for 10 - 15 seconds. Repeat 10 - 15 times.
2. The “tongue-bucket” with liquid smoothly moves alternately to the corners of the mouth, holding the liquid without closing the mouth or pulling back into the mouth. Performed 10 times.
3. The “bucket tongue” filled with liquid moves smoothly back and forth. The mouth is wide open. Performed 10 - 15 times.
Exercises for lips and tongue and jaws with a bandage
Disposable bandage, strictly individual, dimensions: length 25-30 cm, width 4-5 cm.
1. The lips, closed and stretched into a smile, tightly compress the bandage. An adult tries to pull out the bandage, overcoming the resistance of the lip muscles. Performs within 10 - 15 seconds.
2. Performed by analogy with exercise 1, but the bandage is clamped with the lips in the left and then in the right corners of the mouth alternately. Performed 10 times.
3. The bandage, held between the lips in the right corner of the mouth, is moved without the help of hands to the left corner, then, conversely, from the left to the right, etc. Performed 10 times.
4. Unlike exercise 1, the bandage is bitten, clamped tightly not with the lips, but with the front teeth and held for 10-15 seconds, the clamp is loosened for a few seconds. Clamping - relaxation alternate 10 - 15 times.
5. The bandage is bitten and clamped not by the incisors, but by the molars, alternately with the left and then with the right. Performed 10 times.
6. The bandage tightly presses the tongue, raised upward in the shape of a wide bucket or “spatula” (pancake), to the entire surface of the upper lip. At the same time, the mouth is wide open. The adult, as in exercise 1, tries to pull out the bandage, overcoming resistance. Hold this position for 10-15 seconds. Repeated up to 10 times.
7. Unlike exercise 6, the bandage is pressed with a “bucket tongue” (“spatula”, “pancake”) not to the entire surface of the upper lip, but to the left and then to the right corner of the mouth alternately. Performed in the same way as exercises 1, 6.
8. The bandage is pressed firmly onto the entire surface of the lower lip with a wide soft tongue in the shape of a "shovel" ("pancake").
Exercises for developing breathing in children with speech disorders
Proper breathing is very important for speech development, since the respiratory system is the energy base for speech system. Breathing affects sound pronunciation, articulation and voice development. Breathing exercises help develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation. You can use exercises in which the respiratory muscles work with special tension, and even some of the exercises of Buddhist gymnastics, which contribute to the development of not only the respiratory organs, but also the functioning of the cardiovascular system.
Regular breathing exercises help to develop correct speech breathing with an extended, gradual exhalation, which allows you to obtain a supply of air for pronouncing segments of different lengths.
1. Before performing breathing exercises, you need to wipe off the dust in the room, ventilate it; if there is a humidifier in the house, use it.
2. Breathing exercises are not recommended after a heavy dinner or lunch. It is better that at least an hour elapses between classes and the last meal, and it is even better if classes are carried out on an empty stomach.
4. It is necessary to ensure that the muscles of the arms, neck, and chest do not strain during exercises.
Breathing exercises
1.
Snow.
The child is invited to blow on cotton wool, small pieces of paper, and fluff, and thereby turn an ordinary room into a snow-covered forest. The child's lips should be rounded and slightly extended forward. It is advisable not to puff out your cheeks when performing this exercise.
2.
Ships.
Fill a basin with water and teach your child to blow on light objects in the basin, for example, boats. You can have a competition to see whose boat has sailed farthest. It is very good for these purposes to use plastic eggs from Kinder Surprises or packaging from shoe covers dispensed by automatic machines.
3.
Football.
Build a goal from a construction set or other material, take a ping-pong ball or any other light ball. And play football with your child. The child must blow on the ball, trying to drive it into the gate. You can take two balls and play the game "Who is faster".
4.
Glug-glug.
Take two transparent plastic cups. Pour a lot of water into one, almost to the brim, and pour a little into the other. Invite your child to play "glug-glug" using cocktail straws. To do this, you need to blow weakly through a straw into a glass with a lot of water, and you can blow strongly into a glass with little water. The child’s task is to play “Bul-Bulki” in such a way as not to spill water. Be sure to draw your child’s attention to the words: weak, strong, much, little. This game can also be used to reinforce color knowledge. To do this, take multi-colored cups and tubes and invite the child to blow into a green cup through a green tube, etc.
5.
Magic bubbles.
Invite your child to play with soap bubbles. He can blow soap bubbles himself, but if he can’t blow or doesn’t want to practice, then you blow the bubbles, directing them at the child. This encourages the baby to blow on the bubbles to prevent them from hitting him.
6.
Dudochka.
Invite the child to stick his narrow tongue forward, lightly touching the glass bottle with the tip of his tongue (any glass bottle for medicines, vitamins, iodine, perfume will do; the neck of the bottle should not be wide). Blow air onto the tip of your tongue so that the bubble whistles like a pipe.
7.
Harmonica.
Invite your child to become a musician, let him play the harmonica. At the same time, your task is not to teach him to play, therefore, do not pay attention to the melody. It is important that the child inhales air through the harmonica and exhales into it.
8.
Flower shop.
Invite your child to take a deep, slow breath through his nose, smelling an imaginary flower, to choose the most fragrant flower for his grandmother or mother. You can use various scented sachets for this game, but they should not have strong odors, should not be dusty and should not be brought too close to the nose.
9.
Candle.
Buy large colorful candles and play with them. You light candles and ask the child to blow on a blue candle, then on a yellow candle, etc. You need to blow slowly, the inhalation should not be noisy, and you cannot puff out your cheeks. First, you can bring the candle closer to the child, then gradually remove it.
10.
Mowers.
This exercise can be performed to the sounds of a march: on the weak beat of the melody, inhale and “move the scythe” to the side, on the strong beat, exhale and “swing the scythe.”