Formation of interest in activities in speechless children.

The group of speechless children is heterogeneous; it includes children with temporary delay in speech development, expressive and impressive alalia, anarthria, early childhood autism, and intellectual disability. However, all these children are characterized by a lack of motivation for speech activity, insufficient basic ideas about the meanings of objects and phenomena surrounding reality, lack of formation of communicative, regulatory, planning functions of speech, insufficiency of the sensorimotor level of speech activity. Lack of motivation to communicate, inability to navigate the situation, increased emotional exhaustion. All this interferes with the full development of speech and the child’s interaction with the outside world.

Thus, at the initial stages of working with non-speaking children, the goals and objectives will be similar, regardless of the etiopathogenesis and mechanisms of speech impairment.

A comprehensive system of work with speechlessness at the initial stages is aimed at the formation of the mechanisms of speech activity, its motivational, incentive, sensorimotor level.

Reliance on different kinds activity provides the speech therapist with various opportunities in terms of increasing motivation for classes and overcoming negativism. Forming the basis of the motivational and incentive level of speech activity is possible through unusual types of activity that are close to the child: gaming, visual, object-practical.

Using various types of activities to develop the interest of speechless children, we developed speech initiative, created motivation for speech activity at the same time as enriching the internal and external vocabulary, formed in the child the need to pronounce a simple phrase, to take a joint action, to comment on it in speech, to verbal activity the child himself.

Speech therapy work with non-speaking children provides a corrective impact on both speech and non-verbal mental processes, the emotional and personal side of the child’s development.

The main objectives of correctional work with non-speaking children

Let us define the main tasks of correctional work with non-speaking children (1st level of speech development according to R.E. Levina).

1. Stimulation of speech and mental activity;
2. Development of emotional communication with adults;
3. Improving imitative activity;
4. Formation of motivational and incentive level of speech activity
5. Formation of a vocabulary that ensures minimal communication

To develop the child’s motivation, classes should be conducted systematically (2-3 times a week). The classes take a multimodal approach, i.e. reliance on visual, auditory, tactile, olfactory and taste sensations. The teacher (or parent) must be emotional, bright and support the child’s interest in various activities.

• Creating a positive emotional background for joint activities.
• Reliance on various types of activities of the child, constant change of types of activities during the lesson.
• Variability of visual and didactic material for children.
• The use of elements of competition, including food reinforcement, which helped increase motivation and interest in games.
• Using a visualized reward system.

The work took into account individual characteristics baby. Many speechless children have no interest in the world around them, and they play with great interest in geometric shapes and make objects from counting sticks and figures. Other children love numbers and counting objects more. Still others like to paint, others like to sculpt. It is necessary to find in the child what is most interesting to him and use this as motivation for the lesson and for speech in general.

For example: a child is given a difficult task that he is not interested in - placing baby animals with their parents. The child is shown that after completing the task he will color. The child willingly completes the task. Next, the child is given a coloring book with a lot of birds on a tree. We say that these are birds, but some birds sitting on the tree cannot fly, which means they could not climb the tree. And we ask the child to find and color these birds. Next, we look for the bird with the largest tail, smallest beak, etc.

More attractive to some children food motivation. This can also be used for training. For example: after completing a task, the child must show with his fingers (or using sticks or pebbles) how many small candies or crackers to give him.

To create a positive emotional mood joint activities, it is advisable to use games, drawing, modeling. These types of activities develop concentration. Emotional meaning is introduced into tasks based on sensory stimulation - rocking, spinning, pouring water, spreading cream on various surfaces, playing with semolina, kinetic sand. And also for the development of the cognitive sphere: seriation, classification, comparison, finding similarities and differences, understanding the hidden meaning - all this is included in any activity in the most unobtrusive and natural way. All actions are accompanied by emotional comments and small rhythmic poetic texts.

Tasks to activate sensations

Goal: To develop the child’s senses using various surfaces, with the help of light massage movements, develop pleasure and interest.

Exercise 1. In front of the child on the table is a plate with warm and cold water, cotton wool, and a hard brush. An adult acts with the child’s hand, alternately slapping water, cotton wool, or a hard brush, accompanying the actions with the words [oh, ah]. If the child enjoys participating in the game, you can encourage him to act independently. In the future, various surfaces are used - sandpaper, a plate with cream.

Task 2. Game "Traces". On the table in front of the child is a toy house and pre-softened plasticine in the shape of a path. The speech therapist explains to the child that if someone follows the path, footprints will be left, and shows how to make them using combined actions. The game is played sequentially: with each finger separately; each pair of fingers of both hands (thumbs, index, middle); index and middle fingers of each hand. Children reproduce the sound words “top-top”, Misha-[be], bunny-[op-op], frog-[kva-kva], kitty-[meow-meow]

Tasks to develop the ability to use nonverbal means of communication

Goal: Reproducing the movements depicted in the plot picture, developing facial expressions and an adequate emotional reaction.

Exercise 1. The child, looking at the story picture, answers questions with a gesture or movement. In the plot picture “a butterfly is flying” - the child waves his arms, imitating the flapping of his wings, accompanied by onomatopoeia [mah-mah]; “the girl is eating”, “the cat is lapping milk” - imitating movements of the tongue, movements of the hand from the table to the mouth, accompanied by onomatopoeia [am-am].

Activities in sensory rooms and corners, conducting sensory games contribute to the establishment of emotionally positive contact between a child and an adult, sensory games - important tool overcoming the negativism of a speechless child. Most children with developmental disabilities learn new things more easily if teachers use a multisensory approach, i.e. All the child’s senses are involved in the work (Newman S).

Sensory games are an attractive activity for a child, providing an emotionally rich background for speech therapy sessions and overcoming negativism. Sensory education of speechless children consists of the following sections: tactile-motor perception and development of motor functions; visual perception, perception of the properties of objects through touch, smell, taste; auditory perception. Sensory education contributes to the formation of speech activity.

Examples of sensory play and play activities

Let us give examples of sensory games and play exercises aimed at stimulating motivation for activity and developing speech activity.

Examples of games aimed on the development of the sense of smell: “Pleasant-unpleasant”, “Scent bags”.

Development games auditory perception: “noise boxes”, “Bell”, “Musical instruments”.

Visual perception: “Find out the picture”, “Collect the picture”.

Kinesthetic perception: “Dry pool”, “Colored jar”, ​​“Light-heavy”.

Development games motor functions: “Toad-bug” - children imitate the habits of animals and stimulate children to pronounce onomatopoeia “Kva-kva”, “Zh-zh-zh”.

Games: “Zoo”, “Bird yard”. An adult shows pictures and asks to transform into the animal shown in the picture. Dictionary: frog - “kva-kva”, dog - “tyaf-tyaf”, turkey - “ball-ball”, cat - “meow-meow”, sheep - “be-be”, etc.

After the child has a need to imitate the word of an adult, it is necessary to get him to reproduce the stressed syllable, and then the intonation-rhythmic pattern of one-, two-, three-syllable words. Any attempt to pronounce is encouraged, picked up, mistakes are not corrected.

Are used games to activate speech imitation, stimulation of the appearance of the first words: Game “Train”, “Boats”, “Birds”, “Balloon”, “Fishing”, etc.

Procedural and role-playing game has a positive effect on the development of speech and mental activity.

For example: in the space of the gaming hall there is Big world: forests, fields, rivers; the child goes out into this world and explores it. Children travel: crawl on their stomachs and on all fours, “swim”, “fly”. If the “river” ends, we stop; if there is a “mountain” ahead, we go up. Children, together with an adult, pretend to walk through the forest, step over a windfall, and look around. At the same time, the phrases are pronounced: “Ugh, how hot!”, stimulating children to repeat facial expressions and the interjection “Ugh.” Suddenly it began to rain. Everyone is hiding under an umbrella. Children hide under an umbrella, an adult drums on the umbrella with his fingers and says the onomatopoeia “Drip-drip. Like rain dripping: drip-drip.” Children pronounce.

During the game, teachers organized a dialogue with the children, as a result of which the children developed a need for verbal communication. We used games with a bibabo doll, role-playing games, and games with imaginative toys.

To awaken children's play activity and enrich the play experience, various techniques were used:

• supporting the child's play initiative,
• increasing the number of game characters,
• expanding the range of game items and actions,
• enrichment of game plots.

With the help of story toys, the teacher involved the child in an imaginary situation (performed play actions with the doll, talked to it, addressed him on behalf of the doll).

Techniques were used to stimulate children's verbal communication. We stimulated the child to play with different characters: dolls, dogs, bears, etc., which contributed to generalization game actions, their diversity. Verbal commentary made it possible to translate objective actions with story toys into a plan of communication with the characters of the game. Playing with the child, connecting to his actions, the teacher, with leading questions and suggestions, stimulated the child to use or find the necessary toys.

In the dramatization games “Ryaba Hen”, “Turnip”, “Kolobok” and others, part of the text was pronounced by adults, and part by children. Before dramatization, the speech therapist showed the children a fairy tale on a tabletop theater and stimulated the children to negotiate and repeat words.

Conducted singing games, in which children performed movements in accordance with the instructions of an adult while the teacher sang: “Fingers and arms”, “Loaf”, “Where is our Vanya?” and etc.

Stimulation role behavior carried out through playful interpretation ordinary actions child, giving them a playful meaning: “Come on, Dasha, you will sleep like a bear cub, tightly, now I will cover you as if you were in a den,” “And you, Denis, will sleep like a kitten.” We created conditions for the child to accept role behavior. For example, a teacher says to a girl playing with a doll: “How you, Lenochka, rock the doll well [kach-kach], like a mother. The doll is sleeping. [bye-bye] You are a mother, and the doll is a daughter. Let’s rock the doll- [a-a-a-a].”

Another technique was adult taking on a play role during the game with the child. For example, the teacher said: “I am a mother, and this is my son” or “I am a doctor, and this is a patient” and addressed the character. During the games, the child gradually mastered different role relationships, learned to build dialogues, communicate with a playing partner.

We used at work games with rules. Outdoor games with rhyming text and rhythmic movements were played every day. In the games: “The bunny is sitting, sitting,” “Cat and Mice,” “My funny, ringing ball,” etc., children were required to match the tempo of movement with speech. Children simultaneously learned about the habits of the animal and imitated its movements and sounds.

It is advisable to include in correctional and developmental classes with children exercises based on the child’s visual activity, which takes second place in the child’s life after play (M.V. Vodinskaya, M.S. Shapiro). Drawing develops hand-eye coordination, coordinates interhemispheric interaction, and contributes to the development of children’s activity and self-esteem (Kiselyova M.V.)

Features of the formation of interest in visual activities of speechless children

Let us consider the features of the formation of interest in the visual activities of speechless children. At the initial stages, we first attracted the children’s attention to the process of drawing, modeling, and the result obtained. At the same time, children were involved in joint actions with an adult, resorting to commented demonstration of their own actions.

We used elements of non-traditional techniques that helped create unusual works, increased speech motivation, and activated perception processes (paper-making, drawing with sticks, palms, vegetable stamps, etc.). An important role at this stage was played by the child’s development of understanding of the speech addressed to him and the improvement of the most active speech in the process of visual activity. The child was required to use at least one word to describe what he drew. In this case, the child could use both babbling and autonomous words.

To develop active speech, we used such techniques as placing images, molded crafts on real objects, playing with objects, playing with multi-colored paints and multi-colored paper.

Let's give examples of game exercises.

• "Drawing on ice." An adult and an adult color big piece ice. At the same time, pronouncing the words “Drip-drip”, “blooper-blooper”, “ice”.
• "Firework". Against a dark background, an adult and a child smear colored plasticine, stimulating the child to pronounce the words: “Hurray,” “fireworks,” “clap-clap.”
• "Vegetable stamps". An adult demonstrates pieces of vegetables (potatoes, tomato, pumpkin). The child determines which vegetables the pieces are cut from, names them, and then draws with them.
• "Magic jelly." Children, together with an adult, draw various figures whose contours resemble objects: a clock, a scale, a ball, a cloud, etc.

Visual activities were used in speech therapist classes in two versions:

1. when writing a descriptive story about an object
2. when using activity products in game situations.

For example, children made vitamins from plasticine, drew them, and then fed them to the sick Mishutka. They drew grains for chickens and hens, and then acted out game situations involving dialogue between children and characters, etc.

During classes, children drew fire, sky, earth, and water. Various techniques were used: showing the subject, depiction techniques, verbal explanation, examining the subject, analyzing the work, comparing the work with a sample, commenting on the actions, etc.

For the assimilation of naming words, the actions of the children themselves with objects were of great importance, for example, the children made a plate and a spoon for the big and small bears, and then fed the cubs. At the same time, preschoolers were happy to pronounce play actions with created objects during the lesson: “Eat, big Misha, - um-am, here’s big Misha [O-O-O]. Here’s little Misha[o-o-o] and others.” Playing with objects included story game or a dramatization game, for example, for the game “three bears”, children together with adults fashioned three cups and three plates of three different sizes.

We also offered children special exercises using finger paints, inducing in them the “joy of experimentation” from playing with color. In the process of performing activities, children were provided with comments on their actions in order to develop attention to speech, increase vocabulary, clarifying the meanings of words, regulating the pace of activity. Visual and tactile perception of the object was purposefully and maximally commented on by the speech of adults.

When examining the subject, we involved all the children and verbalized their actions. This created conditions for children to repeatedly listen to speech patterns, which they mastered in the future. We included this technique in various types of visual activities: drawing, appliqué, modeling. Classes visual activities developed in children the ability to compare objects, signs, and actions.

Thus, the main strategy of correctional and pedagogical influences for speechless children was that, based on the development of the motivational level of speech activity, cognitive activity, the need for verbal communication, the development of children's speech activity was stimulated. As a result of the training, an increase in speech activity was noted. The voluntary regulation of children's activities has improved. The active vocabulary increased, communicative capabilities expanded - children entered into dialogue, communicatively significant phrases appeared. The speech behavior skills acquired in the classes were used for communicative purposes, and elementary grammatical structures were mastered.

Literature:

1. Dedyukhina G.V., Kirillova E.V. Learning to speak. 55 ways to communicate with non-speaking child. – M.. Publishing center “Techinform” MAI, 1997.- 88 p.
2. Kiseleva M.V. Art therapy in working with children: a guide for child psychologists, teachers, doctors and specialists working with children. – St. Petersburg: Speech. 2006. -160 p.
3. Kolos G.G. Sensory room in preschool institution. – M.: Arkti, 2007. – 80 p.
4. Kuzmina N.I., Rozhdestvenskaya V.I. Speech education in children with motor alalia. – M., 1977.
5. Lynskaya M.I. Formation of speech activity in non-speaking children using innovative technologies. – M., Paradigma, 2012. – 128 p.

Sidorova K.Yu.,
speech therapist

"Regional Center for Diagnostics and Consulting"

Speech development in non-speaking children .

Development of speech understanding.

In a situation where a 2-4 year old child does not have active speech, teachers and parents are faced with the question: should they start special speech therapy classes immediately or should they wait?

Parents usually compare their child's speech abilities with the level of speech development of his peers. And of course, adults begin to worry about the fact that their child is falling behind. However, on household level There are ideas that “boys generally start talking later” or “it happens that he is silent, silent, and then speaks,” etc.

Speech therapists at the clinic often advise you to wait a little. This can be explained by the fact that working with children requires a special approach, but not every specialist has the necessary knowledge, experience, or desire to work with young children. It is much easier to conduct classes with a child 4.5-5 years old, whose behavior is already quite arbitrary.

If a child aged 2-4 years does not have active speech, it is necessary to consult competent specialists - a speech therapist, psychologist, psychoneurologist, otolaryngologist, conduct a series of medical examinations and, if necessary, organize classes with the child. Observations by specialists, medical research data, as well as the dynamics of the child’s development during special classes will make it possible to clarify the nature of the disorder, possible causes, and the degree of its complexity.

At an early age, speech development disorders are age-related in their external manifestations. Impaired speech development to one degree or another accompanies any defect. Organizing observation of the child and corrective classes will help differentiate speech disorders from other disorders (delay mental development, mental retardation, hearing impairment, autism), to make a more accurate diagnosis of speech impairment.

At the same time, some of the children who had speech disorders in early and pre- school age, as a result of systematic speech therapy sessions, they can completely overcome their speech defect and subsequently study successfully in a public school. Others, even in the course of systematic studies, are not able to completely overcome the shortcomings of speech development, and at school age they have problems mastering written speech (dysgraphia, dyslexia). In the first case, we can talk about SRD (delayed speech development), in the second case, about GSD (general speech underdevelopment).

During special speech therapy sessions with young children, parents usually have the question of predicting the child’s speech development in the short and long term. Is it possible to make such a forecast? The fact is that in early and preschool age, in children with speech disorders of varying degrees of complexity, the level of general and speech development may look approximately the same. Therefore, assumptions about the further development of a child’s speech can only be made by taking into account the dynamics of speech development during correctional speech therapy.

These activities and games were conducted with children with delayed speech development and general speech underdevelopment and gave very good results. In addition, the games described below have been successfully used in working with young children with other disorders: mental retardation, intellectual impairment, and emotional-volitional disorders.

The games described below should be played individually or in small groups. Taking into account the psychological characteristics of an early age - involuntary behavior, instability of attention, lack of formation of communication with peers, etc. - we recommend introducing children to new material during individual work. And in group classes it is useful to consolidate the material already known to children, using the knowledge gained during general games.

In the process of classes to develop speech understanding, the main task of speech therapy is the accumulation of children’s passive vocabulary: words-objects and words-actions, as well as words denoting certain phenomena and states. For memorization, children are offered only those words that denote familiar objects, actions, phenomena and conditions that they constantly encounter in everyday life, what they can observe, what they can act with, what they feel. When working with non-speaking children, it is not recommended to overload their passive vocabulary with words with an abstract meaning or generalizing words. Here is a dictionary of recommended words for memorizing by topic.

Groups of words

suggested for memorization

1. Subject dictionary.

Toys: ball, cube, car, doll, bear, bunny, ball, spinning top, bucket, spatula, pencils, book, etc.

Body parts: head, legs, arms, finger, eyes, ears, mouth, lips, teeth, nose, cheeks, eyebrows, forehead, neck, hair. Clothing and footwear: hat, scarf, mittens, jacket, coat, dress, skirt, jacket, shirt, trousers, tights, underpants, T-shirt, socks, slippers, boots, boots, sandals, etc.

Toilet items: soap, toothbrush, toothpaste, sponge, towel, comb, handkerchief, etc.

House, apartment: house, door, lock, key, stairs, elevator, window, kitchen, room, bathroom, lamp, floor, ceiling, wall, etc.

Furniture: table, chair, sofa, bed, wardrobe, shelf, hanger, etc.

Household appliances, dishes and household items: TV, telephone, clock, stove, refrigerator, fork, spoon, plate, cup, blanket, pillow, mirror, etc.

Food and dishes: bread, rolls, cheese, sausage, sausages, milk, butter, sour cream, cottage cheese, yogurt, cookies, juice, eggs; porridge, soup, salad, sandwich, tea, compote, etc.

Vegetables and fruits: cabbage, potatoes, carrots, onions, cucumbers, tomatoes; orange, banana, apple, pear, plum, etc.

Plants: tree, bush, grass, flowers, berries, etc.

Names of animals and birds that the child often sees: dog, cat, bird, dove, sparrow, crow, horse, etc.

Names of individual objects of social life: street, road, traffic light, car, plane, swing, slide, park, etc.

Names of individual natural objects and phenomena of the surrounding world: water, earth, sun, sky, rain, snow, night, day, etc.

2. Dictionary of verbs.

The child’s own actions: walks, sits, stands, runs, jumps, sleeps, eats, plays, draws, builds, walks, rolls, washes, bathes, dresses, undresses, combs his hair, carries, falls, screams, speaks, sweeps, wipes and etc.

Names of actions that people close to the child perform: reads, writes, draws, cleans, washes, irons, cooks, fries, sweeps, etc.

Other actions (objects): the phone rings; the car drives and hums; the plane is flying; leaves are falling, etc.

3. Adjectives, adverbs. Names of some signs, sensations and states: sweet, salty, sour, wet; cold, warm, hot, painful, tasty, big, small;

a lot, a little.

Working with parents

Work to expand the passive vocabulary of non-speaking children aged 2-4 years is carried out both by a speech therapist and by the child’s relatives. Therefore, a speech therapist not only works with the child, but also advises parents. The main task of working with parents is to explain how to create a rich speech environment for the child. The speech therapist must explain to the parents or other loved ones of the child that the development of the baby’s speech requires a more attentive attitude and special work at home, that you should not rely only on classes with a speech therapist. Parents must realize that if a child is lagging behind in speech development, it is necessary to change the system of his home education.

1. Creation of a speech environment

It is necessary to constantly talk with the child, repeatedly talking through all routine moments (dressing and undressing, washing, bathing, feeding, walking, getting ready for bed) and various everyday situations (putting toys in places, preparing food, clearing the table, washing dishes, sweeping the floor and etc.). The same work should be done while playing with toys and pictures, and while reading books. At the same time, the adult speaks in simple short sentences of 2-4 words, pauses, repeating the same phrases several times, changing intonation and strength of voice. Words are pronounced clearly, with emphasis on the stressed syllable, for which the stressed syllable is slightly stretched. An adult often turns to the child and asks questions. But you should not demand an immediate answer from the baby. Thus, the adult asks a question, pauses, then answers the question himself. After the child has heard the name of an object many times, taken it, felt and examined it, and acted with it, you can ask the child to bring (show, find, give) a familiar object or perform some action with it. Here are examples of how adults talk through various situations.

Washing. Let's go wash up. Let's open the tap. No, not in that direction, in the other direction. Like this. Where's the soap? Here's the soap. Take soap and wash your hands. Put the soap in the soap dish. Let me help you. Three pens are good. Now let's wash off the soap. Place your hands under the water - like this. Now let's wash our face - like this. Take water into your palms and rub your face. Close the tap. Now let's shake the water off the handles - like this. Where's the towel? Take a towel and dry your face and hands. Well done! Look how clean it has become.

Packing for a walk. (All the necessary things are laid out on the chair.) Now you and I will go for a walk. Find where our pants are. Here they are. Let's put on our pants - like this. First on one leg, then on the other leg. Now let's fasten the button. Show me where the button is. Bring a blouse. Oh, what a beautiful, warm blouse! What's this on the blouse? Pocket. Find where on the blouse

the bear hid. That's right, here it is. Where's the flower? Here. Let's put on a blouse. (Etc.)

On a walk. Look what the weather is like today. Yes, it's raining. Put on your hood. And I will open my umbrella. Like this. Now you can walk. What's that on the path? This is a puddle. There is water in the puddle. The rain dripped and dripped - and it turned out to be a puddle. Let's go further. Here's a tree. Look what's under the tree? These are the leaves that have fallen. Here is a yellow leaf. What color is this leaf? Red leaf. Lots of leaves. Show how many leaves there are. (Etc.)

Cooking lunch. (When preparing food together, be careful and insure your child.) I'm making soup. Will you help me? Here's a saucepan. Pour some water into the pan and put it on the stove. Let's cook soup. Here are the potatoes. And this is a knife. It's sharp, you can't touch it. I cut the potatoes, look, they turned out to be pieces. And you throw the potato pieces into the saucepan. Be careful, the stove is hot! And what's that? Carrots and onions. Throw it into the pan. Now let's stir things up. How will you stir the soup? (Offer your child a choice of fork, spoon, spatula, ladle, or chopstick.) Now salt the soup. Like this. (Etc.)

Let's build a house. (Uses a set of wooden or plastic cubes.) Look at the cubes we have. Show me where the red cube is. That's right, here it is. Where's the yellow one? Where's the blue cube? Right here. Let's build a house out of cubes. What kind of house will it be - big or small? Show me. Big? Fine. Here I have placed the cubes. Now you bet. Put it here. (Etc.)

2. Keeping a diary.

In addition to creating a speech environment for the child, parents are recommended to keep a diary of monitoring the development of the child’s active vocabulary (write down all the words that the child uses in the form in which he pronounces them, as well as a “decoding” of the meaning) and a passive dictionary - those words whose meaning which the child understands. Dates should be written next to the words. If parents are attentive enough, keeping a diary will help them see the dynamics of the child’s speech development. It is useful to describe activities and games that are already carried out with the child and that are planned to be carried out. It is convenient when different family members work with the child.

3. Carrying out tasks of a speech therapist.

In addition to the above, the child’s relatives must follow the following recommendations of the speech therapist: purchase the necessary educational toys, manuals, books; prepare photographs from the life of the child and family that will be used in classes; regularly consolidate the material covered, etc.

Working with a child

The work of a speech therapist with a child includes a system of special classes. Parents develop an understanding of speech addressed to the baby during routine moments and everyday situations, the speech therapist expands the child’s passive vocabulary during special games, using various materials and toys, as well as special techniques. Below are descriptions of some games.

1. Hide and seek

Target. Clarification and expansion of passive subject vocabulary on the topic “Toys”.

Materials. Toys - bear, bunny, car, ball, doll, bucket, etc.

Progress of the game. Before starting the game, place the toys in different places in the room - on a chair, under the table, on a shelf, on the floor and in other places. Toys must be clearly visible. Offer the children a game.

The doll Masha came to us. She's crying. Why is the Masha doll crying? Because all the toys were hidden from her! Let's help Masha find toys. Vanya, find the bear. Well done, Vanechka, you found the bear! Look how happy Masha is. And you, Olya, please find the ball. Can't find it? Look down on the floor. (Etc.)

In this game you can use not only various toys, but also pictures depicting toys. The number of toys and pictures is gradually increasing. In the future, you can give your child the task of finding and bringing various objects.

2. Who has the picture?

Materials. Subject pictures by

different topics (according to the number of children).

Progress of the game. Before starting the game, choose a topic, then give the children one subject picture each.

Look how beautiful your pictures are. They are all different. Let's play interesting game. I’ll name the word, and you listen carefully: flower. Whoever has such a picture, let him raise his hand. Masha raised her hand. That's right, Masha, you have a flower in the picture. Show everyone your flower. The next word is bird. Who has the bird? Nobody raises their hand... Where is the bird? Who will find the bird? Here's a bird from Dima! Dima, raise your hand. (Etc.)

In this game you can change the themes by using different pictures and words representing them according to the dictionary above. Pictures should be specific, easily recognizable, and depict objects familiar to the child. Over time, you can increase the number of pictures used in the game (for example, distribute two pictures).

3. Show me the picture!

Target. Clarification and expansion of the passive thematic subject dictionary.

Materials. Subject pictures on different topics (according to the number of children).

Progress of the game. The game is played on the carpet. Place the children in a circle on the floor. Place object pictures face up in front of them. Ask the children to take turns finding and showing the correct picture.

Look how many beautiful pictures we have. All pictures are different. Vanya, show me the cube. Right. Lena, find and show the pyramid. Well done! Sasha, show me the plane. (Etc.)

In this game you can select pictures by topic, or you can mix pictures from different topics. Over time, you can increase the number of pictures used in the game.

4. Guess the riddle - show me the answer!

Target. Clarification and expansion of the passive thematic subject dictionary; teach children to recognize objects by their purpose; develop thinking.

Materials. Thematic subject pictures.

Progress of the game. The game is played on the carpet. Place the children in a circle on the floor. Place object pictures face up in front of them. You can give general instructions for everyone or individually for each child.

And now we will solve riddles. Let's see which of you is the most attentive. Show what people eat soup with (the picture is a “spoon”). Show what is rolling (the picture is “ball”). Show what you can use to draw with (the picture is a “pencil”). Show what they put on the head (the picture is a “hat”). Find and show what you can eat (pictures - “apple”, “candy”, “cheese”). (Etc.)

If children find it difficult to find the desired picture, you can give a more detailed description of the item you are looking for. If they couldn’t find the right picture, you should show them a real object, describe its properties, and play with it.

5. Fun riddles

Target. Clarification and expansion of the passive thematic subject dictionary; teach to recognize toys and objects by description.

Materials. Various toys and objects.

Progress of the game. The game is played on the carpet. Place the children in a circle on the floor. Place several different toys or objects in front of them. At the beginning general instructions for everyone or individually for each child.

I know many interesting riddles. I will talk about some toy (object), and you guess what I’m talking about and show it. Let's see which of you is the most attentive. It is round, blue, and rolls (the ball). He is white, fluffy, with long ears and a small tail (bunny). It is long, wooden, and used for drawing (pencil). (Etc.)

6. Execute commands

Progress of the game. The game is played on the carpet. Place children at a sufficient distance so that they do not interfere with each other's movements. Stand opposite.

Let's play: I will give commands, and you follow them. Listen carefully and make no mistakes! Let's start! Go! Stop! Raise your hands up! Put your hands down! Sit down! Get up! Jump! Run! Clap! Stomp! Place your hands on your belt! (Etc.)

In this game, you can use simple movements familiar to children, which were practiced in an imitative game, when the teacher named and performed the movement, and the children repeated after him. The teacher monitors the movements and corrects mistakes.

7. What is the little man doing?

Target. Clarification and expansion of the passive verb dictionary.

Materials. A set of pictures depicting various actions (according to the number of children).

Progress of the game. Before starting the game, give the children one picture each.

Look, in your pictures there are boys and girls doing something. Let's play an interesting game. I will make plans for actions, and you listen carefully. Let the one who has a suitable picture raise his hand. Who's sitting? Who's standing? Who's lying? Who's riding? Who's eating? Who drinks? Who is jumping? (Etc.)

If kids find it difficult to answer, you can give a hint by expanding the instructions. To do this, add a description of the items that are in the picture.

Who eats the apple? Who swings on the swing? Who is sitting on the chair? And so on.

8. Who does what?

(use of photographs)

Target. Clarification and expansion of the passive verb dictionary.

Materials. To play this game, you need to ask parents to take or select from existing photographs in which the child performs various actions (see dictionary).

Progress of the game. Children love to look at photographs of themselves. It is useful to use this in speech therapy classes. The game is initially carried out individually using photographs of the child. You can take a few photos first. Gradually, as you master the material, you should add the rest.

Place the photos in front of your child.

Look, these are your photos. Here is Vanechka. And here is Vanechka. In every photo you do something interesting. Show me where you sit? Where do you eat? Where do you swim? (Etc.)

In the future, you can play this game in a group. To do this, you should use photographs of different children selectively so that one action is not repeated twice in the photographs.

Look, these are your photos. What are you doing? Find and show who is sleeping? That's right, Tanya. Who combs his hair? Sasha. Who's running? Olya is running. (Etc.)

You can also conduct classes using photographs of the child’s loved ones performing various actions (see dictionary). This work is carried out individually.

-" - Show me where mom washes the dishes. Show me a photo of dad hammering a nail. Show me where my brother draws. (Etc.)

9. Much or little?

Target. Teach children to relate the words “one”, “many”, “few” with the corresponding number of objects.

Materials. In this game you can use small toys - cubes, sticks, balls, etc.

Progress of the game. When forming the concepts of “one”, “many”, “few”, it is useful to teach children to use the appropriate gestures:

“one” - show your index finger; “a lot” - a wide, circling hand gesture; “little” - a narrow hand gesture or fold your palms into a handful. To do this, the speech therapist himself constantly uses these gestures and encourages children to use them. The names of concepts should be highlighted in speech.

The game is played on the carpet. Lay out the cubes in front of the children: one pile has a lot of cubes, and the other has few.

Look, here are the cubes, and here are the cubes too. There are a lot of cubes here (the speech therapist shows with his hand), but there are few cubes here (corresponding gesture). Show where there are few cubes. How do you show that there are not enough cubes? (The speech therapist encourages the children to gesture.) Where are there a lot of blocks? How do you show that there are a lot of cubes? (The speech therapist encourages the children to show with a gesture.) And here is one cube (the speech therapist shows). Take one cube at a time. Show that there is only one cube. (The speech therapist encourages the children to gesture.)

It is useful to repeat this game using different subject material.

10. Where is there a lot and where is there little?

Target. Teach children to distinguish between the grammatical forms of singular and plural nouns.

Materials. Subject pictures that depict various objects in the amount of “one” and “many” (can be selected from visual material on the development of mathematical concepts).

Progress of the game. Place pictures in front of the children. Then give the task.

- Show me where the butterfly is. Where are the butterflies? Where's the ball? Where are the balls? Where is the flower? Where are the flowers? (Etc.)

11. Big or small?

Target. Teach children to correlate the words “big” and “small” with the size of objects.

Materials. In this game you can compare any toys and objects; in the future, use pictures.

Progress of the game. When forming the concepts of “big” and “small”, it is useful to teach children to use expressive gestures: “big” - spread your arms to the sides (or simultaneously up and to the sides), “small” - bring your palms closer to each other (or bring your index finger closer to each other). and thumb). The speech therapist himself uses sign language and teaches it to children. The names of concepts should be especially emphasized in speech.

Show the children the big and small balls.

Look, here's a ball, and here's a ball too. Are the balls the same? No, the balls are different. This ball is big! (corresponding gesture), and this ball is small (corresponding gesture). What kind of ball is this - show me. (The speech therapist encourages the children to make a gesture.) That's right, little one. What is this ball? Show! (children show with gestures.)

It is useful to repeat this game using a variety of subject material.

12. Where is what?

Target. Teach children to understand the spatial relationships of two objects, expressed by the prepositions on, under, in, about.

Materials. A box, several small toys.

Progress of the game. Place a box with a lid on the table and several small toys nearby. Place one toy in the box, another under the box, a third on the box, a fourth near the box. Co-

Accompany your actions with appropriate words. The names of prepositions should be especially emphasized in the sentence.

Here's a pencil. I put the pencil in the box. Where is the pencil now? In the box. Here's a picture. I put the picture under the box. Where is the picture now? Under the box. (Etc.)

After explaining and demonstrating actions with objects, invite the children to follow the instructions.

- Lena, put the pencil under the box. Sasha, put the cube on the box. (Etc.).

This game can be played in another way. Before the game starts, children are given toys. Then they give tasks.

Vanya, here's a bear for you. Place the bear on a chair. Lena, here's a ball for you. - hide the ball under the table. Katya, put the book in the closet. (Etc.)

It is useful to repeat such games using different subject material, which will help consolidate children’s understanding of spatial relationships.

Methods of speech therapy work for alalia and delayed speech development

Basic principles and directions

Speech therapy work is based on a number of principles.

Forming motivation to develop linguistic abilities when the child is shown the benefits of speaking. To do this, real situations are modeled that can be resolved in various ways - with the help of actions and with the help of speech - and played out various options solving problems using speech. Encouraging children's desire to improve their speech - the teacher notes the positive speech behavior of children in all situations. Formation of all components of language in the process of forms of communication and activities accessible to the child. Formation of speech taking into account modern ideas about the processes of perception and generation of speech utterances. This principle involves the primary development of the semantic level of speech, then the linguistic level and then pronunciation. The formation of speech in connection with the development of the whole mental activity child. Interaction with parents, when parents are informed about the state of the child’s speech, the tasks of the current work and the work techniques used.

Formation of a dictionary.

Exercises to develop the denotative aspect

lexical meanings

Showing objects, signs, actions while naming them. Selecting a word corresponding to the name of the picture from a range of words (words that differ significantly in phonemic structure and those that are similar). Displaying images of objects, signs, actions with their names. Selecting a picture that matches the spoken word from among pictures with significantly different and similar images. Naming visually similar objects and comparing them (based on clarity). Naming an object and describing it (with or without support for clarity). An explanation of the etymology of a word if it is associated with the external characteristics of the object denoted by this word (for example: blueberry, firefly, triangle). Comparison of words with the same root and their corresponding objects, if the meaning of the word root correlates with any external feature of the object. Selection of a word based on the description of the corresponding object: a) selection based on the description of an object or picture from several; b) guessing riddles based on listing the characteristics of an object (for example: "Two bellies, four ears" - pillow). Inserting a missing word into a sentence using an object picture. Distinguishing words denoting similar objects, signs, actions, with and without support for clarity (for example: washes - washes).

Exercises to develop the significative aspect

lexical meanings

1. Various types classification of objects, signs, actions or corresponding images with the naming of each of them and generalization: a) naming a group of objects, signs, actions with a generalizing word; b) selecting items belonging to a certain category (vegetables, dishes, etc.) and naming them; c) arranging objects or pictures into two categorical groups, naming objects (pictures) and groups; d) naming from memory objects, signs, actions belonging to a certain categorical group.

2. Differentiation of homogeneous objects or groups of objects by purpose, for example: tables – writing, kitchen, magazine, dining; transport – air, water, ground, underground; passenger, cargo.

3. Logical definition of objects or actions, for example: runs(about a person or animal) – moves quickly on land; floats - moves in water.

4. Naming objects or actions by logical definition, for example: room for cars - garage.

5. Exclusion of the “extra” word from the verbal series.

6. Comparison of words with the same root, explanation of their meanings.

7. Explanation of the etymology of words if there is an obvious connection with a logical definition, for example: boletus

8. Guessing riddles, the content of which reveals the essential aspects of objects or phenomena, for example: “He tests everything – pine, elm, and oak.”(saw).

9. Explanation of some types of transfer of names in polysemantic words (metaphor - by similarity, metonymy - by contiguity), for example: runs - milk; plum - tree; plum is a fruit.

Exercises to develop the structural aspect

lexical meanings

Selection of an action to an object and vice versa (with and without the use of visual aids). Selection of a feature to an object and vice versa (with and without clarity). Inserting missing words in sentences (with and without story pictures). Comparing opposite phenomena and designating them with antonyms. Matching objects or pictures to antonymous pairs of words (for example: long and short pencils or ribbons), performing opposite actions according to instructions containing antonyms (for example: raise your hands - put your hands down). Selection of antonyms using paired pictures. Selection of antonyms for words presented orally. Finding antonyms in proverbs, analyzing the content of proverbs ( “Work feeds, but laziness spoils”, “A short mind has a long tongue”). Inserting an antonym into a phrase or phrase ( brave warrior - ... hare; sugar is white and coal is...). Finishing poems containing antonyms (The boy walked happily, and the little one decided: “I will do well and I will not -...”). Selecting antonyms from a verbal series consisting of 3–4 words (with and without pictures). Selecting synonymous words from a range of words (with and without using an object picture). Finding synonyms in the text. For example, in a poem by M. Svetlov:

I don't know where the border is

Between north and south;

I don't know where the border is

Between comrade and friend.

Replacing the last intentionally changed word in the poem with a synonym to rhyme. For this, fragments of the poem “About everything in the world” can be used:

The shell is worn by a turtle,

Hides his head from fear (fear),

The fleet is sailing to its native land,

A flag on every motor ship (ship).

Selection of synonyms for words presented orally. Selection of the most suitable word from a pair of synonyms for the name of a picture, for example, names from a pair are selected for pictures with images of autumn and winter landscapes "cold - frost." Replacing synonyms of a word in a phrase or phrase ( snow is falling - snow is falling; the snow is spinning; snow is falling etc.). Replacing a word with a synonym in a sentence, for example: “The builders built a large ( tall, huge, multi-story, spacious) house".

Exercises to develop the pragmatic aspect

lexical meanings

Correlating the meanings of words with emotional reactions. Pronouncing words with adequate facial expressions and intonation. For example: bitter, sour, satisfied etc. Emotional assessment some words. Children are asked to name the words “sad”, “cheerful”, “evil”, “kind”, “rude”, “affectionate”. Pronouncing the same word with different intonation. For example, the word “well done” is pronounced with an expression of praise or, conversely, disapproval. After this, the change in the meaning of the word depending on intonation is analyzed.

The development of the grammatical structure of speech involves work on the formation of phrases. In parallel with this, work is underway to develop the functions of inflection and word formation.

Construction noun + verb in the imperative mood: Give me the ball - for the ball. Construction noun + verb in the indicative mood of the 3rd person singular and plural: Auntie is coming. The children are singing. A simple and common two-part sentence of 3–4 words. First, a direct object is introduced into the sentence, and then a definition, then an indirect object. Complex sentences. First, non-union proposals are formed, then with a union And in the connecting function. Next are comparative-adversative and disjunctive conjunctions.

Formation and development

The development of the phonetic-phonemic system of speech must be carried out as its content base, that is, lexical-grammatical structures, appears. Already the first exclamations and onomatopoeia provide material for working on prosodic components - intonation and stress. Like all components of the linguistic system, they are practiced using the mechanism of imitation. In the process of acting out simple stories, children are asked to imagine how an angry goose or an affectionate kitten spoke.

The development of the phonemic system can begin in parallel with the appearance of the first words. The development of the phonemic system of speech includes the formation of the ability to recognize and distinguish phonemes, the formation of phonemic representations, the skills of phonemic analysis and synthesis, and awareness of the meaningful function of phonemes.

Work on the development of the phonemic system of speech begins with the formation of the ability to isolate and recognize individual phonemes. Just as in normal ontogenesis, the child is first taught to isolate a vowel sound, more often [ A]. To do this, the child is told that people pronounce different sounds, among which is the sound [ A]. This sound “lives” in different words, for example in the words watermelon, bus(show images in pictures). Sound [ A] denoted by the letter A. The speech therapist gives the child a picture of a letter and invites him to play with it. Instructions: “Listen to the sounds. When will you hear [ A], raise the letter."

Speech therapy work on the development of coherent speech

The transition to coherent speech becomes possible only when the child can independently compose detailed phrases.

In children, this ability is formed when working with a series of narrative paintings. First, a series of three paintings is taken. The plot of each picture should be such that it can be easily described in one phrase. Initially, you need to look at the pictures with the child, determine their content and arrange them in a logical sequence. Next, the child is asked to listen to a three-sentence story about these pictures and repeat this story. Then a title is invented for the story.

The next type of work on the development of coherent speech is retellings of the listened text.

Planning and drafting stories about the environment are facilitated if the plot line of the story reproduces the real sequence of events. Therefore, it is recommended to write stories about your daily routine, making a craft, a past event, etc.

The development and consolidation of dialogic and monologue speech skills must be carried out in various communicative situations. For this purpose, thematic games are organized in classes, conversations on walks, discussions with children about past events and planning of various events.

Work on the formation and development of a child’s speech cannot be divorced from general mental development, and especially from the development of the communication sphere.

I will be very glad if this article helps you decide speech problems your child. Sincerely, teacher-speech therapist of the highest qualification category GBOU OTsDiK

Literature to help parents.

1. , Filicheva of general speech underdevelopment in preschool children. - M.: Education, 1990. G

2. Strebeleva games and exercises in teaching mentally retarded preschoolers. - M.: Book-master, 1993.

3. Cossack and activities with children from birth to three years. - St. Petersburg: Union, 1998.

Development of mental functions

Classes with a non-speaking child should begin with development of his higher mental functions: attention, memory and thinking.

The purpose of correctional pedagogical work is the consistent development of mental functions that ensure the timely formation of the child’s speech and personality. At the same time, correctional pedagogical work is based on a thorough study of impaired and intact functions. A differentiated approach during classes involves taking into account the child’s capabilities and building a system of exercises located in the “zone of proximal development.”

Development of motor functions

It is necessary to ensure the baby’s full motor development.

Motor development promotes the formation of a variety of motor skills in young children. The better a child’s movements are formed, the better his speech develops. When performing movements, sound and speech stimuli are widely used. It is useful to do many exercises for the development of general motor skills while listening to music. Clear verbal instructions and accompaniment of movements with poetry develops purposefulness of actions, creates a positive emotional background, improves speech understanding, enriches vocabulary - movements become precise and coordinated

One of the main directions of correctional and pedagogical work with young children is stimulation of motor development and correction of its disorders (speech motor disorders, disorders functionality hands and fingers and general motor skills).

In the course of correctional and developmental work, the following are decided: tasks : formation of control over the position of the head and its movements; training in extension of the upper body; training the support function of the hands (support on the forearms and hands); development of body rotations; formation of the function of sitting and sitting down independently; learning to get on all fours, developing balance in this position and crawling on all fours; learning to kneel, then stand; stimulation of independent walking and running and correction of its disorders.

In the development of manual motor skills they use: actions with objects; correlating actions; unfastening and fastening; training in clenching and unclenching fists, strong squeezing of one hand with the other; alternate flexion and extension of the fingers of the right and left hands; make a lattice of fingers; alternate connection thumb and index, middle, ring, little fingers; rhythmic execution of the “palm-fist-palm” movement; development of the ability to grasp an object with a pinch and use the index type of grasping (with two fingers - index and thumb); development and improvement of grasping movements; learning to grasp large objects with both hands and small objects with one hand. In the process of performing exercises, children improve their motor functions; the tone of small muscles is normalized; accuracy of hand movements (coordination of movements of both hands), hand-eye coordination develops; Praxis of posture develops when imitating the movements of an adult. The child learns to construct images using his fingers and hands. Finger games have a beneficial effect on the development of children's speech (speech areas are formed under the influence of impulses from the fingers) and prepare the child for drawing and writing.

Sensory development

In close connection with the development of movements, it is carried out sensory education aimed at improving optical-spatial and auditory functions, improvement of sensory-perceptual activity. The solution to the two above problems is carried out on the basis subject activity as the leading activity of early age (from 1 year to 3 years).

As a result of systematic work on sensory education, children learn to identify and take into account color, shape, size; by doing practical actions, learn to group objects according to a pattern by color, shape, size; when choosing from four varieties, correlate dissimilar objects by color, shape, size; actively use “objectified” words-names to denote shapes (brick, ball, ball, roof, egg, cucumber).

Speech therapy massage

Speech therapy massage necessary for a child with delayed speech development. Using the methodology of O.A. Novikovskaya, the following exercises are performed:

• "Funny song." Touching your lips with your fingers, make a sound similar to... B-B-B... Move your fingers to the right, left.
• Comb” Lightly bite your lower lip and scrape it several times upper teeth, as if combing his hair. Then bite your upper lip and scrape it several times with your lower teeth.

Tongue exercises

• "Curious tongue." Smile, closing your teeth, but not tightly. Squeeze the tongue outward between the teeth so that the upper incisors scrape along the upper surface of the tongue.
• “Let’s punish your tongue.” Stick your tongue out of your mouth and lightly bite it. When performing these movements, pronounce sounds... ta-ta-ta...

In correctional and developmental work, speech therapy massage is used, proposed by K.A. Semyonova, E.F. Arkhipova (“Speech therapy work with young children” - 2006)

Speech therapy massage normalizes muscle tone and motor skills of the articulatory apparatus. At an early age, namely six or seven months, you need to start massaging the baby’s hand.

Articulation gymnastics

Correct pronunciation of sounds is ensured by good mobility and differentiated functioning of the organs of the articulatory apparatus. Articulatory gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus.

Objectives of correctional and pedagogical work on the development of the articulatory apparatus: development of tongue mobility (the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, etc.); development of sufficient lip mobility - the ability to pull them forward, round them, stretch them into a smile, form a gap with the lower lip with the upper front teeth; development of the ability to hold the lower jaw in a certain position (this is very important for pronouncing sounds).

When selecting material for articulatory gymnastics, the principle of consistency is observed (from simpler to more complex). All exercises are carried out in a playful way. Children perform articulation gymnastics while sitting in front of a mirror, since in this position the child has a straight back, arms and legs are in a calm state. At the end of the year, children perform exercises with an individual mirror.

Games

“Okay”, “Come to me”, “Take the ball”, “Round dance with a doll”, “Catch up”, “Come to me - run to me”, “Take, put, throw”, “Take, roll”, “ Feed the bird”, “Find your toy”, “The bear hid”, “Where did the ball go”, “Hide the nesting doll”, “Ride the bunny”.

Teaching objective actions and understanding the speech accompanying these actions

Games

“Catch the ball”, “Let’s dance with rattles”, “Move the toys”, “Roll the balls”, “Roll the balls through the gate”, “Let’s plant mushrooms” (guide), “Pyramids”, “Close the boxes”, “Make a whole toy” "", "Playing the baby grand piano", "Hide the toy"" "Hide the picture", "Find your chair", "Run to me", "Who has this?", "Find a pair", "Guess what's missing" .

Natural everyday situations

Task 1. What does it wash with? What washes? (water, soap, face, hands)

Task 2. What does he wipe with? What does it wipe? (towel, face, hands)

Task 3. What does he play with? What does it play on? (doll, ball, accordion, pipe)

Task 4. What does he eat? What does he eat? (spoon, fork, soup, porridge, potatoes)

Task 5. What does he draw with? What does he draw? (pencil, house, car)

Task 6. What does he use to pin him down? What's pinning? (with a tray, a picture, etc.)

Task 7. What does it cut with? What does it cut? (knife, bread, cheese)

Games

“Guess who’s screaming”, “Loudly - quietly”, “Who’s screaming?” A. Barto, “Poultry farm”, “Feeding the chicks” - speech gymnastics, “Cat and mice” (the word “meow”), “On the ride” (sound U), “Horses”, “Feed the calves” (mmuu).

Task 3. Development of a long directed oral exhalation (on the sound F) -

Task 4. Whose steamer hums better? (on the sound U)

Task 5. Calm the doll. Pronunciation of the sound A.

Task 6. Who screams? (Aw, wa, ea, ha-ha, pee-pee, meow)

Task 7. Let’s smile at Parsley, (sound I)

Task 8. Show and name. (Katya, geese, cat, horse)

Task 9. Game “Magic Chest” (this is a house, this is Katya, this is a kitty, this is a duck, this is a goose, this is a bear, etc.)

Task 10. When does this happen? (signs of the seasons)

Task 11. Game “Cars”, (pronunciation “6-bi...”)

Task 12. Guess who said it. Fairy tales “Three Bears”, “Teremok”, “Wolf and Seven Little Goats”.

Task 13. Game “Echo”. (Ay, Olya, Ay)

By performing articulatory gymnastics, exercises on the sound culture of speech, and playing, children gradually master the pronunciation of sounds: a, u, o, i, e, m, p, b, f, c, k, d

In onomatopoeia (au, ua, ia, uh-uh, mmuu, p-p-p, ff-uu, v-v-v, ko-ko, ga-ga, meow, ai, oh, oo-oo -u, o-o-o).

Games

“Chauffeurs and builders”, “What we did - we won’t say...”, “Who said “meow””, “Feed the animals”, “Look and name”, “Where you go, what you find”, “Who screams how” , “Geese - geese”, “Wolf, shepherd and geese”, “Who needs what”, “Shop”, “To whom the wolf came, from whom the wolf left”, “Tanya’s doll’s birthday”, “Who does what”, “ Guess who came to us”, “High - low”, “Who is eating what”, “Who is sitting where”, “Guess what it is”.

Third stage. Formation of a simple unextended sentence in the active speech of children

Learn to understand simple unexpanded proposals;

Learn to perform simple actions following verbal instructions;

Learn to understand and construct phrases such as verb in the imperative mood + noun in the accusative case;

Learn to use phrases in speech such as verb + noun in the accusative case; verb + noun in instrumental case; adjective + noun; verb + adverb;

Learn to use in communication sentences such as subject + predicate, expressed by a 3rd person present tense verb;

Learn to understand and use sentences like subject + predicate + object; subject + predicate + adverbial;

Learn to distinguish between some forms of inflection and the number of nouns;

Teach some productive ways to form nouns and verbs;

Learn to reproduce the syllabic-rhythmic structure of two- and three-syllable words.

Types of retelling

1) Selective retelling.

Task: to highlight only individual episodes from the story.

2) Brief retelling.

Task: while maintaining consistency, highlight only the main, essential.

3) Creative retelling.

Task: continuation of the story with the addition of invented facts.

Techniques for teaching retelling

Sample reading of a work,

Questions,

Explanations, instructions,

Exercises,

Appeal to the personal experience of children,

Display of visual material,

Suggest a word or phrase

Joint retelling of the teacher and the child,

Reflected retelling,

Retelling in parts,

Retelling by roles,

Dramatization game

re-enactment,

Choral speaking,

Assessment of children's speech.

Teaching Techniques

The leading technique is a question. Questions of a search and problematic nature require inferences about the connections between objects: Why? For what? Because of which? How are they similar? For what? How to find out?

Questions of a stimulating nature: Which guys can we say are friends?

Simple, reproductive questions: Where? How many? Who?

The sequence of presenting questions in a conversation: first, reproductive ones to revive the memory and experience of children, then 1-2 search questions, and finally 1-2 generalizing questions.

Constructing a Conversation

Starting a conversation. The goal is to evoke and revive impressions in children’s memory. Reminder questions, riddles, poems, paintings, photographs, objects are used.

The main part of the conversation. Micro-topics and stages are identified. For example, in the conversation “About Health” the following stages are highlighted:

1. Fresh air(indoors, on walks).

2. Morning exercises.

3. Clean hands.

4. Hardening.

End of conversation. This part is short, emotional, practically effective, and may contain wishes for the children for their further observations.

Literature

1. Becker K.P., Sovak M. Speech therapy. - M, 1981.

2. Vasilyeva KN., Novotortseva N.V. Educational games for preschoolers. - Yaroslavl: Development Academy, 1996.

3. Preschool education abnormal children: A book for teachers and educators / Ed. L.P. Noskova. - M., 1993.

4. Efimenkova L.N. Formation of speech in preschool children. -M, 1985.

5. Zhukova NS. Formation of oral speech: Educational and methodological manual. - M: Social. - political magazine, 1994. - 96 p.

6 Zhukova NS. and others. Overcoming speech delay in preschool children. - M: Education, 1973. 220 p.

7. Zeeman M. Speech disorders in childhood- M: Medgiz, 1962. - 268 p.

8. Games in speech therapy work with children / Edited by V.I. Seliverstov. - M, 1977.

9. Kuzmina N., Rozhdestvenskaya V.I. Speech education in children with motor alalia. - M., 1977.

10. Underdevelopment and loss of speech / Ed. LEE. Belyakova et al. - M, 1985.

11. Speech therapy: Tutorial for pedagogical students institutes with a specialty in “Defectology” / L.S. Volkova, R.I. Lalaeva, EM. Mastyukova and others; Ed. L.S.Volkova. - M.: Education, 1989. - 528 p.

12. Speech impairment in preschool children / Comp. R.A. Belova - David. - M., 1972.

13. Novotortseva N.V. Children's speech development. - Yaroslavl: Academy of Development, 1994.

14. Fundamentals of the theory and practice of speech therapy / Ed. R.E.Levina. - M.: Education, 1967. 367 p.

15. Khudenko E.D. Practical guide on speech development: V2ch.-M., 1994.

Methods of working with non-speaking children.

The main directions of correctional and pedagogical work with non-speaking children:

1. Development cognitive activity: development various forms communication between a child and an adult; formation of cognitive activity; development of knowledge about the environment and understanding of spoken speech; stimulation of sensory activity (visual, auditory, kinesthetic perception); formation of substantive activity.
2. Stimulation of the development of vocal reactions, onomatopoeia and one’s own speech activity.
3. Stimulation of motor development and correction of its disorders (speech motor disorders, disorders of the functionality of the hands and fingers and general motor skills).

The system of correctional and developmental work with non-speaking children includes the following areas.

Speech therapy work with non-speaking children.

Currently, in Russia there has been a significant increase in interest in the problem of helping children with severe forms of intellectual disability with the aim of their social adaptation and integration into society.

For a long time, children with moderate mental retardation due to severe underdevelopment of cognitive activity, as well as clearly expressed physical and mental disorders, were considered unteachable. IN Lately public opinion is being formed regarding disabled children as people who have equal rights and opportunities for development with other people, but who need certain care and individual assistance.

Children with moderate mental retardation are the most complex group of abnormal children. Against the background of a profound impairment of all cognitive activity, speech underdevelopment is especially clearly evident. The majority of children admitted to special correctional institutions have systemic speech underdevelopment of varying degrees of severity. Therefore, correction of speech disorders in this category of children is a necessity. This article will present a system for working with non-speaking children.The proposed system of work was created on the basis of the methodology of N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, adapted for this category of children, the work experience of A.V. Grishvina, E.Ya. Puzyrevskaya, E.V. Sochevanova, G.A. Kasha, R.I. Lalaeva.

Corrective work is carried out in the following areas:

1. Development of mental functions

2..Development of general and fine motor skills, spatial concepts and orientation.

4. Development of impressive speech

5. Development of expressive speech.

1. Development of mental functions

The first step in correctional work with a non-speaking child with moderate mental retardation is the development of voluntary attention. It is important that the child “sees” us, “hears” us, gets used to listening to speech, and responding to words. Therefore, work begins with the development of the child’s imitative ability. You need to teach him to imitate actions with objects (ball, cubes, etc.), movements of his arms, legs, and head. This is the basis for the transition to imitation of articulatory movements, sounds, and words.

Many researchers (A.A. Kataeva, E.A. Strebeleva, V.I. Lipakova, etc.) believe that work on the development of impressive speech in children with mental disabilities should begin with the creation of a sensory base, since in the process of perception the child accumulates visual, motor, auditory, tactile images, which is necessary for further development their oral speech. It is important that the process of perceiving the properties of objects is associated with the word. In this case, the word turns out to be filled with a specific meaning and evokes an image of the object in the child’s mind.

In games for the development of visual perception, memory, attention, children are given the concept of primary colors (red, blue, yellow, green), the shape of objects (circle, triangle, square), size (large, small): the ability to retain a number of objects in memory is formed , pictures.

The development of auditory perception, memory, and attention is aimed at ensuring that, through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. Musical toys are widely used. A certain place is occupied by work on reproducing rhythm. The child is asked to clap and tap a simple rhythm on the table (on a tambourine or drum).

2. Development of general and fine motor skills, spatial concepts and orientation

The development of general motor skills is facilitated by physical exercises and speech games with movement, when the speech therapist reads the text and the children perform the corresponding movements. This includes walking (in place, on toes, on heels, with arm movements), and jumping (on both legs and alternately on each), and playing ball (catch, roll, hit the goal with a tackle, etc.). ).

The development of motor skills of the fingers, spatial representations and spatial orientation involves the repetition of certain manipulations with the fingers performed by the teacher (clenching into a fist, flexion and extension); building houses and towers from cubes; working with disassembled toys, mosaics; drawing up subject cut-out pictures; folding with sticks geometric shapes; coloring drawings along the contour; unfastening buttons, tying shoelaces; finger gymnastics.

3.Development of breathing, voice, articulatory motor skills

Formation of sound pronunciation at this stage is not an independent task. This period is preparatory. Work is underway on:

1) formation: long exhalation and strengthening of the directed air stream.

You need to start working with diaphragmatic breathing, then move on to developing a smooth, long exhalation, and then to developing proper breathing during speech.

2) the formation of simple articulatory movements.

Exercises for lips: squeezing, pulling with a tube, stretching into a smile, opening and closing the mouth, sucking movements, vibration, blowing.

Exercises for the tongue: moving the tongue forward and backward with the mouth open, left and right, up and down, clicking.

Exercises at the initial stages are given in doses (especially breathing exercises) so as not to tire the child or cause a deterioration in well-being. Articulation gymnastics is carried out in a playful way, because many children are afraid of the mirror and do not tolerate interference in the mouth.

4.Development of impressive speech

Children with moderate mental retardation, even at school age, have different levels of development of impressive speech. Some have an understanding of addressed speech within the confines of everyday situations, while others have practically no understanding of it. The development of impressive speech involves:

1) Understanding elementary instructions(on, give, take, put, open, close) in the process of playing with toys and actions with objects..

2) Accumulation of a passive subject vocabulary. The child must remember the names of the objects that surround him.

It should be noted that not all children at the initial stages of work understand the image of objects in the picture. Work with such children is carried out using toys and sometimes natural objects, such as vegetables or fruits. Later we teach children to establish the similarity of an object and its image.

3) Understanding the names of actions. An important component is the accumulation of passive verbal vocabulary. The verb dictionary should consist of the names of actions that the child performs himself or people close to him (sleeping, eating, walking, sitting, standing, running, jumping, etc.). It is better to start learning to understand actions by performing these actions by the child himself. When he can perform the actions according to the instructions well enough, you can move on to playing with them using toys. During the game organized by the speech therapist, the child is given tasks such as: sit the doll, put the bear to sleep, etc. Next we move on to the plot pictures. First, we teach children to understand the names of actions that are performed by the same person, for example: a boy stands, sits, eats, drinks, etc.

Then we complicate the task and teach how to navigate the names of actions when they are given without designating objects and subjects of the action. Children are asked questions: “Show me who’s running? Who is drawing? Who's standing?

4) Understanding the questions about the actions taking place: where? Where? What? where? to whom? for whom?

First, the understanding of each question is worked out separately. Gradually, children learn to navigate in understanding the questions posed to the plot picture.

5) Recognition of an object by purpose.

6) Recognition of an object, toy, animal by description.

7) Correlating the words “one-many” with the corresponding number of objects.

8) Correlating the words “ big small"with the size of the object.

If the child does not correlate color or size with their verbal designation, then one should limit himself to comparing objects by their color or size.

9) Distinguishing the grammatical form of singular and plural nouns with endings –ы(-и) (ball-balls, ball-balls), with endings-а(-я) (house-houses).

5.Development of expressive speech

Since the expressive speech of non-speaking children consists of individual poorly pronounced onomatopoeias or monosyllabic root words, the main task of the speech therapist is to evoke imitative speech activity in children in the form of any sound manifestations.

The speech therapist needs to create such conditions so that positive emotions child so that he wants to imitate the word of an adult. When working with “special” children, it is important to take into account their individual characteristics. The speech therapist should observe what activities or toys they show special interest in, and in what situations their speech activity occurs. Some children “talk” while moving, others when they play with their favorite toy. It is necessary to make the most of these moments, because... Not all children are capable, especially in the early stages, of voluntary activity. Activation of speech should be closely connected with the child’s practical activities, with a visual situation, with play. Sounding and musical toys (“croaking” frogs, “squeaking” birds, rattles, accordions, “talking” dolls in elegant clothes), as well as bright pyramids, balls, etc. are widely used.

The sequence of work to evoke speech can be as follows:

Development of spoken speech using onomatopoeia.

Imitation of animal cries (“meow”, “av-av”), musical toys (“la-la-la”, “doo-doo”), transport (“beep-beep”), various noises (“bang”, “ top-top”, “drip-drip”), expression of one’s state (“ay”, “bo-bo”).

It is necessary to select sound combinations based on the children’s capabilities. For some, it is easier to evoke labial sounds (“ba-ba”), for others it is easier to produce front-lingual sounds (“dya-dya”), for others it is easier to produce back-lingual sounds (“ga-ga”), and some can only pronounce vowels.

2) Naming in an accessible form the persons close to the child (mom, dad, grandma, etc.), the names of loved ones or toys.

3) Requests (“give”, “for”).

After children have a need to imitate the word of an adult, it is necessary to begin work on reproducing the stressed syllable, and then the intonation-rhythmic pattern of one-, two-, and three-syllable words.

Babbling words are combined into simple sentences containing an appeal and a command (Mom, give); demonstrative words and nominative case of nouns (Tut kitty); command and direct object (Give me the ball).

All speech therapist classes with this category of children are held in a playful way, whichallows you to flexibly switch the child’s attention from one type of activity to another, preventing loss of attention and loss of interest.

Speech games and bright, interesting toys are used. Play is a necessity, without which positive results are not possible. Slowly, but children's speech develops, they begin to use it as a means of communication.

Lesson No. 5

Exercise 1.

Goal: to activate the sensations of your own movements using smooth and uneven surfaces.

An adult squeezes the cream onto a smooth surface (mirror, flat plate) and, working with the child’s hand, spreads the cream on the mirror (plate). All actions are accompaniedare given in words:

On a flat path(stroking movements)

Top-top!(knocks his palm on the mirror)

On a smooth path(stroking movements)

Skok-skok!(tapping movements).

Similar movements are made on uneven surface massage matand are accompanied by the words:

Over the bumps, over the bumps - top, top,

On the tubercles - hop-hop,

In the hole - bang!

Task 2 .

Goal: to form voluntary exhalation .

Game "Curtain". A child blows on a fringe made of tissue paper.Suggested instruction: “Blow on the curtain, there’s a surprise behind it” (smalltoy).

Task 3.

Goal: to teach to relate the toy with onomatopoeia, to encourage the child to conjugate, reflected or voluntarily pronounce the onomatopoeia “a-a-a” ", develop auditory attention.

Game "Aibolit ": an adult creates a game situation - people come to Aibolittoys for children: bunny, tumbler, crocodile.

The bunny has a toothache. The bunny cries: “Ah-ah!”

How does Bunny cry?

The crocodile's teeth hurt. The crocodile cries: “Ah-ah!” and so on.

The child pronounces it together with the adult, repeats after him, then says it himself.standing onomatopoeia “a - a - a!”

Lesson No. 6.

Exercise 1.

Goal: to activate the movements of the fingers, to form a positive emotion nal mood for classes with an adult.

An adult uses the child's hands: with the index finger right hand performscircular movements along the palm of the left hand. Actions are accompanied by words:

Soroka - Soroka cooked porridge.

She fed the children.

Gave this one (the little finger is bent one by one),

Gave this one (unnamed),

This one gave (medium),

Gave this one (index)

Gave this one a (thumbs up).

Task 2.

Purpose: to attract the child’s attention to a sounding object (bell),

On the table in front of the child there are 2 boxes, one of which contains a bell.An adult takes it out of the box, demonstrates the sound, then puts the instrument away and,Having rearranged the boxes, he invites the child to find a bell (select the one he needs)new box).

Options:

use of a rattle, a box with small objects;

increasing the number of empty boxes participating in the game (the child choosesof three or four boxes, one of which contains a bell orbeanbag).

Task 3.

Purpose: to teach to correlate toys with conjugate, reflected or arbitrary sound imitation and distinguish them.

Game “At our place” (“Zoo”): Toys appear sequentially from behind the screen.ki: bear, doll, crocodile, wolf, bunny. They “greet” the baby (“a-a-a”, “u-y - y") and hide behind the screen.

Questions and instructions:

Guess who said hello? Show me.

Call the one who said hello (calling onomatopoeia).

Complication:

A . "Wonderful bag."

When taking toys out of it, the child reproduces onomatopoeia.

Questions and instructions:

- Show me who called?

Who greeted you like this: “A-a-a”?

B . "Who left?" There are 2-3 toys on the table (airplane, wolf, crocodile). Child reproducedleads onomatopoeia to each toy. After this, one of them is removed (for examplemer, crocodile).

Question: “Who left?” (encourage the utterance of onomatopoeia).

The adult pays attention to how the child fixes his gaze on the toy andhis gaze follows her movement over the screen.

Program “Formation of speech activity in non-speaking children of preschool age”

Compiled by: Stepanova I.I.,

teacher speech therapist

Moscow, 2016

Explanatory note

This program has a correctional and developmental focus and is addressed to children with severe speech underdevelopment. The program is aimed at the formation and development of all speech functions (communicative, cognitive and regulatory).

There are no reliable statistical data on the prevalence of severe speech disorders in the child population. Today, preschoolers with underdeveloped speech skills constitute a large group of children with developmental disorders. In case of general (systemic) speech underdevelopment, it is important to begin correctional and developmental work in a timely manner, because in children with speech disorders There is a weak (complete absence) of motivation for speech activity, insufficiently formed ideas about the surrounding reality, unformed communicative and regulatory functions of speech, and insufficiency of the sensorimotor level of speech activity.The need for early (from 3 years of age) comprehensive systematic correctional intervention is determined by the possibility of compensating for speech underdevelopment at this age stage.

Theoretical basis programs are programs developed by Baryaeva L.B., Gavrilushkina O.P., Filicheva T.B., Chirkina G.V., Tumanova T.V., Nishcheva N.V.

This program is implemented in close cooperation with the parents of students.

Novelty of the program. Using the program requires greater flexibility, because... practice shows that children with special educational needs are often shown to special education teachers at the age of 4-6 years. If a child is not included in correctional education at an early preschool age, then the program allows him to begin education from the time of his enrollment. The time it takes to master the content of the program is strictly individual and depends on a whole range of reasons that determine the structure of the disorder in a particular child. The program provides recommendations to parents.

Purpose of the program: development (awakening) of speech activity in the child, formation of skills to freely and adequately use the means of language.

First stage tasks (approximately early – junior preschool age).

Form a stable emotional contact with the child, develop

positive emotional attitude towards classes.

Develop the need for communication and form basic communication skills, the ability to interact with others.

Develop interest in the surrounding reality and stimulate cognitive activity.

Form speech in conjunction with the development of perception, attention, memory, and thinking.

Work on the verbalization of game actions (learn to reflect the content of performed actions in speech).

To develop general speech skills.

Psychological and pedagogical characteristics of children studying under the program.

The group of non-speaking children is heterogeneous - these can be children with temporary delays in speech development, with sensory and motor alalia, with intellectual disabilities, and with autism spectrum disorders. In order for a child’s speech to fully develop, the following are necessary: ​​innate language ability, primary intact intelligence, stimuli from external environment, motivation for speech.

The group of non-speaking children includes children with various developmental disorders: speech (alalia, temporary delay in speech development); emotional and personal disorders (ASD), hearing and intellectual impairments, complex developmental disorders.

One of the leading signs in children with severe speech disorders is the late onset of speech: the first words appear by 3-4, and sometimes by 5 years (L.S. Volkova, T.B. Filicheva, etc.).Children either completely lack speech or have only elements of speech.The most expressive indicator is the lag of the active vocabulary in understanding spoken speech.Children's active vocabulary consists of a small number of onomatopoeias and sound complexes (babble words), which are often accompanied by gestures (“bi” - the car has moved, “li” - gender). Babbling words either include fragments of a word (rooster - “uh-huh”, pussy - “tita”, grandfather - “de”), or sound combinations that do not resemble the correct word (sparrow - “ki”). There are a small number of root words that are distorted in sound (“to sleep” - to sleep, “akyt” - to open). The words children use are amorphous in meaning and do not have an exact correspondence with objects and actions. Thus, in the speech of one child, the word “paw” refers to animal paws, human legs, and car wheels. The word “ice” refers to all objects that have a smooth surface (mirror, window glass, table top). At the same time, children often designate the same object in different words(beetle - “syuk”, “aphid-kan”, “telya”, “atya”). Instead of names of actions, children often use the names of objects (open - “tree”, play with a ball - “ball”) and vice versa (bed - “sleep”, plane - “fly”).

Defective speech activity affects the formation of children's intellectual, sensory and emotional-volitional spheres. There is insufficient attention span, low verbal memory, there are difficulties in remembering, the level of development of cognitive activity is reduced. Children in this category require more time to engage in work, and rapid depletion of activity is observed.

Non-speaking children are characterized by excitability associated with various neurological symptoms. They are also characterized by passivity, sensitivity, a tendency to spontaneous behavior, and dependence on others.

Program“Formation of speech activity in non-speaking preschool children”calculatedonyear training , the total duration of training is36 hours .

Form and mode of classes: 2 onceAin Weekindividual,Bydgroupclasses.

Lesson duration: 20- 30 minutes.

Expected results of the program:

By the end of the program, children can learn:

carry out speech utterances based on the results of actions with toys, reproduce onomatopoeia (“Lala top-top”, “B-B machine”, etc.);

understand simple speech instructions, follow simple instructions (“Where is Lala? Give Lala”, “Where is the bunny? Show the bunny?”, etc.);

perform joint actions according to verbal instructions, first with an adult, then with a peer (“Catch the ball”, “Catch the ball”, “Roll the ball”, etc.);

answer the questions “What is your name?”, “Who is this?”, “What is this?”;

understand the actions shown in the picture;

understand and identify the names of surrounding objects from speech and

actions with them (in accordance with the studied lexical topics: “Toys”, “Dishes”, “Furniture”, “Food”, “Clothing”, etc.);

name some parts of the body (head, legs, arms, eyes, mouth, ears etc.) and clothes (pocket, sleeve etc.);

indicate the most common actions (sit, my, stand, sing, eat, drink, go etc.), some of their physiological and emotional-affective states (cold, warm, painful etc.);

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 paid to grammatical formatting.

Program effectiveness criteria. The criterion for the effectiveness of the program is a sufficient level of speech development of the child in all respects, close to the normative development of the child (speech understanding, vocabulary, grammar) and necessary for full communication.

Educational and methodological plan

p/p

Name of sections and topics

Number of hours

Diagnostics.

Examination of a child's speech. Identification of the level of speech development.

Lexical topic "Family".

Lexical topic “Toys”.

Lexical topic “Furniture”. Formation of the ability to listen to speech and understand its content. Developing understanding of other people's speech. Improvement dialogical speech. Learning to understand questions based on a fairy tale

Lexical topic “Dishes”. Expanding the subject vocabulary on the topic. Formation of a verbal dictionary: I will eat, I will drink, I will wash, I will cook. Replenishing the vocabulary with adjectives denoting primary colors

Lexical topic “Poultry”. Activation of speech imitation. Development of a vocabulary of nouns. Developing listening skills literary work(Suteev V. “Chicken and Duckling”). Formation of the grammatical structure of speech, learning to use the preposition u to mean who. Development of dialogic speech

Lexical topic “Pets”. Development of passive vocabulary (nouns, adjectives, verbs). Formation of an active dictionary. Learning to recognize objects from verbal descriptions. Activation of speech imitation. Development of dialogic speech

Lexical topic “Wild birds”. Development of an active vocabulary with the verbs fly, peck, scream, sit. Development of impressive speech, distinguishing adjectives with opposite meanings, big and small. Formation of the grammatical structure of speech, formation and differentiation of 3rd person singular and plural verbs: what does it do? What are they doing? Development of speech hearing, exercises in recognizing and distinguishing sound signals

Lexical topic “Flowers”. Expanding the vocabulary with nouns (dandelion, chamomile, bell, poppy). Formation general ideas about flowers. Strengthening the ability to group objects according to characteristics. Consolidating knowledge of primary colors and the ability to distinguish them. Developing the ability to make sentences based on pictures. Development of dialogic speech

Lexical topic “Calendar”. Formation of general ideas about the time of year. Strengthening the ability to make sentences based on pictures. Development of speech hearing, exercises in recognizing and distinguishing sound signals

Diagnostics

Identifying the dynamics of a child’s speech development

Total

PROGRAM CONTENT Y

Lesson No. 1. Diagnostics. Examination of a child's speech. Identification of the level of speech development.

Lesson No. 2. Lexical topic "Family".Formation of the ability to show and, if possible, name members of your family

Articulation and finger gymnastics. Breathing exercises. Developing attention to non-speech sounds and a sense of rhythm (Exercise “Clap like me”). Clarification and development of vocabulary on the topic “Family”, developing the ability to show family members (according to family photos and story pictures). Learning to repeat after an adult words denoting people close to the child (mom, dad, grandma, aunt, uncle, nanny, lalya).

Overcoming speech negativism, stimulating the desire to speak b . Formation of a positive emotional attitude towards working together with an adult.

Recommendations for parents . Learn to call parents and relatives (mom, dad, woman, aunt, etc.). Look at photographs of all family members, show where mom is and where dad is.

Lesson No. 3. Lexical topic “Toys”.Learn to find toys. Learn to recognize and correctly show toys according to the speech therapist’s instructions.

Articulation and finger gymnastics. Breathing exercises. Formation of correct speech diaphragmatic breathing and correct articulation of vowel sounds [u], [a], [o], [i] (Exercise “Name the sound”). Clarification and development of vocabulary on the topic “Toys” (Exercise “Attentive Eyes”). Formation of the general concept of “toys”. Development of visual attention,constructive praxis in working with cut-out pictures.Evoking interjections.(The ball fell into the water - "Ah! Ah! Ah!"; The doll is swinging on a swing - "Uh! Uh! Uh!"; The bear's paw hurts - "Oh! Oh! Oh!"; The cubes fell - "Eh! Eh ! Eh! ", etc.).

Recommendations for parents . Place familiar toys in front of the child and name them. Offer to pronounce the sounds that these toys make (a car - “beep-beep”, a train - “too-too”, a hammer - “knock-knock”, etc.). Read the poems by A. Barto “Toys”.

Lesson No. 4. Lexical topic “Parts of the body.”Learn to show body parts as requested by an adult.Formation of a dictionary on a lexical topic (head, arms, legs, back, stomach, etc.)

Education of auditory attention (Exercise “Who called?”). Formation of the ability to finish words, phrases in nursery rhymes and poems based on the lexical topic “Parts of the body and face” (Exercise “Where are our hands?”).Building orientation training own body(Exercise “Show on yourself and on the doll”). Development of constructive praxis, fine motor skills, visual attention (Exercise “Collect Pinocchio”).

Lesson No. 5. Lexical topic “Toiletries”. Learn to correlate an object with a verbal designation (soap, brush, comb, etc.)

Recommendations for parents. Show your child toiletries: soap, toothbrush, toothpaste, towel, comb. Clearly pronounce their names, tell and show the child what they are for and how to use them. Tell Russian folk nursery rhymes “Vodichka”, “Grow up, braid, to your toes”

Lesson No. 6. Lexical topic “Clothing”. Formation of the ability to listen to speech and understand its content. Replenishment of the active vocabulary with adjectives denoting color, passive vocabulary with nouns denoting details of clothing: collar, pockets.

Articulation and finger gymnastics. Breathing exercises. Developing attention to non-speech sounds and a sense of rhythm (Exercise “Clap like me”). Consolidating the names of parts of the face and body, orientation in the structure of one’s own body (Exercise “Assemble a baby doll”).

Clarification and development of vocabulary on the topic “Clothing”. Formation of the general concept of “footwear”.Development of imitation of movements (use of gestures “on”, “give”) and adult speech, repetition of the words “NA” and “GIVE”(Exercise “Clothing Store”). Development of visual attention, the ability to find objects of the same color (Exercise “Find two identical dresses”), the ability to group objects by color (Exercise “Dress up the dolls”).

Recommendations for parents. Introduce your child to the names of items of clothing. Learn to dress and undress independently. Encourage the child's independence, train him in buttoning and unbuttoning buttons. Read poems and fairy tales by Russian authors to your child.

Lesson No. 7. Lexical topic “Shoes”. Formation of the ability to listen to speech and understand its content. Development of imitation, stimulation of speech imitation.

Articulation and finger gymnastics. Breathing exercises.Development of attention to non-speech sounds, the ability to distinguish them according to one of the characteristics (quiet - loud) (Exercise “Attentive Ears”).Clarification and development of vocabulary on the topic “shoes”. Formation of the general concept of “footwear”. Forming the ability to use an imperative verb (Exercise “Give the toys a task”). Development of fine motor skills, constructive praxis, visual attention (Exercise “Cut pictures”).

Lesson No. 8. Lexical topic “Furniture”. Formation of the ability to listen to speech and understand its content. Developing understanding of other people's speech. Improving dialogic speech. Learning to understand questions based on a fairy tale.

Articulation and finger gymnastics. Breathing exercises. Development of phonemic perception, the ability to distinguish vowel sounds based on the principle of contrast (Exercise “Attentive Ears”). Clarification and expansion of vocabulary on the topic “Furniture”. Formation of a general concept of “furniture”.Formation of skillsdifferentiate in impressive speech the forms of singular and plural nouns, masculine and feminine, in the nominative case (Exercise “One-Many”). Learning to recognize objects by their purpose (Exercise “What’s for what”).

Recommendations for parents. Together with your child, look at the furniture that is in the house. Practice your child in naming pieces of furniture. Chat about their purpose. Read the fairy tale "The Three Bears".

Lesson No. 9. Lexical topic “Food”. Expanding the vocabulary with nouns on the topic. Formation of the grammatical structure of speech, learning to use verbs: I will drink, I will eat.

Articulation and finger gymnastics. Breathing exercises. Development of attention to non-speech sounds (Exercise “What does it sound like?”). Clarification and expansion of the dictionary on the topic “Food”, the formation of a generalizing concept of “food”. Forming an understanding of verbs that have opposite meanings (Exercises “What does it do?”, “Name the actions”).

Recommendations for parents. Encourage the child to use words in speech: soup, porridge, bread, juice, tea, milk, eat, drink, want, give. Tell your child Russian folk tale"Kolobok"

Lesson No. 10. Lexical topic “Dishes”. Expanding the subject vocabulary on the topic. Formation of a verbal dictionary: I will eat, I will drink, I will wash, I will cook. Replenishing the vocabulary with adjectives denoting primary colors.

Articulation and finger gymnastics. Breathing exercises. Developing attention to non-speech sounds (Exercise “Be Attentive”). Clarification and expansion of the dictionary on the topic “Cookware”, the formation of a general concept of “dishware”. Learning to recognize an object to perform the named actions (Exercise “Pick up an object”). Formation of a two-word phrase according to the model: noun in the nominative case + verb (Exercise “Who does what”). Development of constructive praxis, fine motor skills, visual attention (Exercise “Cut pictures”).

Lesson No. 11. Lexical topic “Poultry”. Activation of speech imitation. Development of a vocabulary of nouns. Cultivating the ability to listen to a literary work (Suteev V. “Chicken and Duckling”). Formation of the grammatical structure of speech, learning to use the preposition u to mean who. Development of dialogical speech.

Articulation and finger gymnastics. Breathing exercises. Activation of speech imitation, development of auditory attention, learning to differentiate high and low sounds (Exercise “Who gives their voice?”). Clarification and expansion of the dictionary on the topic “Poultry”. Consolidation of the general concept of “poultry”. Teaching the use of nouns in the genitive case (Exercises “What’s missing?”, “Who’s missing?”). Expanding the verb vocabulary (indefinite form of the verb) (Exercise “Who can do what?”), learning to answer questions, developing dialogic speech. Development of attention and memory.

Recommendations for parents. Train your child in recognizing and naming rooster, hen, chick, goose, and duck in pictures. Invite him to draw these birds and show how they scream. Read the folk nursery rhymes “Cockerel” and “Geese-geese” to your child.

Lesson No. 12. Lexical topic “Pets”. Development of passive vocabulary (nouns, adjectives, verbs). Formation of an active dictionary. Learning to recognize objects from verbal descriptions. Activation of speech imitation. Development of dialogical speech.

Articulation and finger gymnastics. Breathing exercises. Activation of speech imitation, development of auditory attention (Exercise Who lives in the house?). Clarification and expansion of the dictionary on the topic “Pets”. Consolidation of the general concept of “pets”. Learning to understand prepositional constructions with the prepositions UNDER, FOR, ABOUT (when demonstrating actions) (Exercise “Who is where?”). Learning to follow two-step instructions (Exercise “Orders”).

Recommendations for parents. Train your child in recognizing and naming a cat, dog, cow, horse, goat. Invite your child to pretend to be a pet and show how they scream. Read Russian folk nursery rhymes, the fairy tale “Turnip”.

Lesson No. 13. Lexical topic “Wild birds”. Development of an active vocabulary with the verbs fly, peck, scream, sit. Development of impressive speech, distinguishing adjectives with opposite meanings, big and small. Formation of the grammatical structure of speech, formation and differentiation of 3rd person singular and plural verbs: what does it do? What are they doing? Development of speech hearing, exercises in recognizing and distinguishing sound signals.

Articulation and finger gymnastics. Breathing exercises. Development of phonemic perception (distinguishing vowel sounds [o]-[u] that are close in articulation) (Exercise “Multi-colored flags”). Clarification and expansion of the dictionary on the topic “Wild Birds”. Formation of a general concept “ wild birds" Formation of nouns using diminutive suffixes (Exercises “Say kindly”, “Name the baby”). Development of visual attention, formation of the ability to find identical objects (Exercise “Find two identical birds”).

Lesson No. 14. . Lexical topic “Wild animals”. Replenishment of the active dictionary with nouns - names of animals. Development of dialogic speech, learning to answer questions based on simple plot pictures. Development of speech hearing, exercises in recognizing and distinguishing sound signals.

Articulation and finger gymnastics. Breathing exercises. Activation of speech imitation. Development of phonemic awareness (Exercise “Right and Wrong”). Clarification and expansion of the dictionary on the topic “Wild Animals”. Formation of the general concept of “wild animals”. Agreement of adjectives with masculine and feminine singular nouns (Exercises “Who will I tell you about?”, “Choose a sign”).

Recommendations for parents. Take your child to a zoo or circus where he can watch the animals. Introduce the verbs jump, run, sleep, stand into your child’s dictionary. Read to your child and teach him short rhymes.

Lesson No. 15. Lexical topic “Transport”. Clarification and enrichment of the dictionary. Learning to understand spatial relationships expressed by prepositions: on, for, about, from, from. Formation of the grammatical structure of speech, coordination of the pronouns mine, mine with masculine and feminine nouns.

Articulation and finger gymnastics. Breathing exercises. Activation of speech imitation. Development of auditory attention, discrimination of traffic noises (Exercise “Street sounds”). Clarification and expansion of the dictionary on the topic “Transport”. Formation of a general concept of “transport”. Learning to understand adverbs expressing spatial relationships (front-behind, top-bottom, far-close, right-left) (Exercise “What’s where?”). Development of fine motor skills, constructive praxis, visual attention (Exercise “Cut pictures”).

Recommendations for parents. On walks with your child, watch the transport, practice naming the transport. At home, use pictures in books for this. Read stories and poems about transport to your child. Encourage your child to make independent statements and memorize small poems.

Lesson No. 16. Lexical topic “Flowers”. Expanding the vocabulary with nouns (dandelion, chamomile, bell, poppy). Formation of general ideas about colors. Strengthening the ability to group objects according to characteristics. Consolidating knowledge of primary colors and the ability to distinguish them. Developing the ability to make sentences based on pictures. Development of dialogical speech.

Articulation and finger gymnastics. Breathing exercises. Activation of speech imitation. Development of phonemic awareness (Exercise “Listen carefully”). Clarification and expansion of the dictionary on the topic “Summer. Flowers". Formation of the general concept of “flowers”. Drawing up a proposal for the action to be performed. Learning to follow two-step instructions. Development of dialogical speech. Consolidating knowledge of primary colors and the ability to distinguish them (Exercise “Bouquet for Mom”).

Lesson No. 17. Lexical topic “Holidays” (mother’s holiday, New Year). Further replenishment of the vocabulary with nouns. Learning to recognize objects from verbal descriptions. Strengthening the ability to make sentences based on plot pictures.

Articulation and finger gymnastics. Breathing exercises. Development of attention to non-speech sounds, the ability to distinguish between them (Exercise “What sounds?”). Developing the ability to select adjectives for a noun (Exercise “My Mother”). Training in usenouns in the prepositional case with the preposition O (Exercise “What does mom dream about?”).

Recommendations for parents. Make a card with your child dedicated to the holiday. Talk to your child about who is being congratulated. Encourage your child to express himself independently.

Lesson No. 18. Lexical topic “Calendar”. (Seasons). Formation of general ideas about the time of year. Strengthening the ability to make sentences based on pictures. Development of speech hearing, exercises in recognizing and distinguishing sound signals.

Articulation and finger gymnastics. Breathing exercises. Education of correct diaphragmatic breathing, production of a long air stream (Exercise “Boats”). Clarification and expansion of the dictionary on the topic “Summer”.Learning to understand questions based on a read fairy tale with visual support. Development of dialogical speech (Exercise “Reading a fairy tale”).

Recommendations for parents . Talk with your child about the time of year that has come, observe its signs. Read nursery rhymes and poems to your child children's poets about the time of year.

Lesson No. 19. Diagnostics. Identifying the dynamics of a child’s speech development

Methodological support programs

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Speech therapy / Ed. L. Volkova. - M., 1989.

Lynskaya M.I. Formation of speech activity in non-speaking children using innovative technologies. – M.: PARADIGM, 2012.

Nishcheva N.V. Notes of subgroup speech therapy classes in younger group kindergarten. - St. Petersburg, Detstvo-press, 2014.

Nishcheva N.V. An approximate program of correctional and developmental work in a speech therapy group for children with general speech underdevelopment (from 3-7 years). - St. Petersburg,Childhood-Press, 2011.

FROM BIRTH TO SCHOOL.Approximate basic educational program preschool education (pilot project)/Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – 3rd ed., rev. And additional – M.: MOSAIC-SYNTHESIS, 2015.

Filicheva T.B., Chirkina G.V., Tumanova T.V. etc. Preschool program educational institutions compensatory type for children with speech impairments. –M., Enlightenment, 2008.