Preface
The success of correctional speech therapy work largely depends on the close relationship between the specialist, educators and parents of a child diagnosed with “general speech underdevelopment.”
And this is no coincidence. After all, educators and parents spend more time with the child than a speech therapist. This manual is aimed at attracting educators and parents to actively participate in corrective speech therapy work to overcome a child’s speech defect. Using the manual, educators and parents can help the child consolidate the speech skills acquired in speech therapy classes.
In the manual you will find descriptions of finger games, exercises for coordinating speech with movement; tasks for the development of general speech skills (dialogues, tongue twisters, tongue twisters), games for the development of auditory and visual attention, phonemic awareness, enrichment of vocabulary, to improve the grammatical structure of speech, as well as poems, riddles on lexical topics and texts for retelling. Games, tasks and exercises are designed for children aged 5–7 years. Tasks vary in difficulty level; the most difficult tasks are marked with a – symbol. In the process of work, children gradually master various speech skills and abilities and transfer them into free communication. Thanks to the joint efforts of the speech therapist, teacher and parents, children’s speech improves, and manifestations of general speech underdevelopment gradually disappear.
This book is addressed to speech group teachers and speech therapists. The proposed tasks can be used by teachers of mass kindergartens and parents interested in improving their child’s speech development.
Methodological development of a speech therapist teacher; methodological development in speech therapy (group) on the topic
Explanatory note.
This technique was developed for speech therapists in preschool educational institutions. Here are groups of games aimed at eliminating STD in preschoolers of older or preparatory age, depending on the year of study in the speech therapy group.
The games are systematized according to their correctional focus.
Content component.
In recent years, the number of children with speech disorders has increased significantly. And every year the number of practically non-speaking children increases. The reasons for this phenomenon are varied and numerous.
Unfortunately, children with speech disorders often get to see a speech therapist only before school, at best, after five years, and the most significant age for the development of a child’s speech, the age of three, turns out to be missed.
Speech therapy work is based on the principle of repeated repetition of material, and what could be more boring for a preschooler whose leading activity is play? And in order to arouse the child’s interest in classes, the speech therapist must introduce the maximum number of didactic games.
Play is one of the most important methods of working with preschool children. The game method of teaching helps to create an interested, relaxed atmosphere and establish a psychologically age-appropriate communication situation. In play activities, the child’s individuality is revealed, feelings of collectivism and mutual understanding are formed, and children’s creative abilities are developed.
A good, smart and entertaining game activates children's attention, relieves psychological and physical stress, and ensures the perception of new material.
Game is our indispensable assistant in teaching a preschooler. So, learn by playing. But how exactly? How to choose the most necessary game for a given lesson, for a certain stage of it? Of course, there cannot be an exact recipe for where, when and for how many minutes to include game material. One thing that is important here is that the games help you achieve your goal. The number of them in a lesson should be reasonable. It is necessary to think through a phased distribution: at the beginning of the lesson, the game should help organize and interest the child, in the middle it should lead to the mastery of the topic, at the end the lesson can be exploratory in nature. But at any stage it should be interesting, accessible, including different types
Thus, we can formulate two main tasks facing a speech therapist in his work with preschoolers.
1. A speech therapist needs to widely use games in correctional work, while remembering their importance in general as a means of physical, mental, moral and aesthetic education of children.
2. When conducting the game, the speech therapist must take into account the possible behavioral characteristics of children with various speech disorders.
The main training from speech therapists comes through exercises on pronunciation and speech development. But you need to remember one important rule! It’s better for your child to leave your lesson without finishing the game than after overplaying it. Thus, a deficit of play is created and the child will definitely want to return to class and will do it with pleasure.
What is the significance of the game in educational and speech therapy work with children?
The literature on preschool pedagogy and psychology has accumulated significant material indicating that play is the main activity of a preschool child, one of the characteristic patterns of child development. Play as a form of child activity contributes to the harmonious development of his mental processes, personality traits, and intelligence.
How are games used in speech therapy work?
The need for speech therapists to carry out correctional work with preschoolers through play is obvious. The work of a speech therapist requires the use of gaming techniques to an even greater extent than in conventional educational activities. The presence of a speech defect leads to changes in the mental sphere, namely the appearance of such traits as increased irritability, excitability, isolation, etc.
In modern methodological literature on speech therapy, various games are recommended when working with preschool children. The authors of methodological literature strongly recommend the use of games to correct speech disorders in children. In many cases, examples of such games are given, which are modified versions of games well known in preschool pedagogy, but they are often invented by the authors themselves.
As a rule, the bulk of games and game aids are aimed at automating sounds and developing coherent speech in preschoolers. But since I work with children with SLI, I also need to cover vocabulary and grammatical structure of speech. Therefore, the basis of this methodological development was the systematization of games and gaming aids necessary for teaching senior preschoolers with STD. Here we will present the author's developments of games tested in practice, as well as games already presented in modern methodological literature.
Increasingly, in the senior and school-preparatory groups of kindergarten, children are diagnosed with SSD (severe speech underdevelopment). This is a systemic disorder in which sound pronunciation, phonemic perception, syllable structure and sound pronunciation of words are impaired, speech is saturated with agrammatisms. Children have a poor vocabulary. Coherent speech suffers. There are also deviations in the development of motor skills, both general and articulatory.
As a result, children encounter difficulties in the learning process and poorly assimilate program material. In this regard, there is a need to use effective methods of teaching and correctional work that ensure that children successfully master the knowledge, skills and abilities provided for by the program, and play comes to the rescue and the direction of correctional work becomes important. The advantage of the game is that it allows you to more actively influence the child. With the help of games, a strong interest in classes, a desire to learn new things and assimilate knowledge and skills are maintained.
Technological component.
Games aimed at developing fine motor skills.
1. PALM
The contours of the palms are drawn on a sheet of paper. On each page there is a different position of the palms (fingers together, apart, bent, etc.) The child, placing his palms, must repeat the image as accurately as possible.
2 ROLLING THE BALLS. Children roll small balls around the table (along the playing field on which you can draw different paths - straight, curved, spiral). During the game, the ball should not slip out from under the palm and should roll exactly along the path. Balls can be rolled either with your palms (in the first games) or with one finger (in subsequent games).
3. SORTING SMALL ITEMS It is very important that the baby does this either with a pinch (with three fingers) or using the “tweezers grip” method (grabbed with two fingers - the thumb and forefinger). At the same time, the remaining fingers should be tucked in and not get in the way. Show your child the correct way to do this exercise. You can sort by color (if you mixed beads of two colors), by shape, by size.
Sorting small items is very important in the third year of a child's life.
4. KNEADING PLASTICINE.
This is a very useful exercise for developing fine motor skills.
5. STRINGING RINGS ON THE PYRAMID ROD
First, the baby learns to disassemble the pyramid toy (this is easier), and only then assemble it. Please note that even the smallest children easily remember the sequence of colors in a pyramid and assemble it simply from memory, and not from comparing values. Therefore, if you want to teach them to compare the size of the rings and arrange them from largest to smallest sequentially, then you need a pyramid with rings of the same color!
6. GAMES – LACES
These games quickly get boring for the baby. Therefore, it is better if you have a doll whose shoes or clothes are tied with a lace..
7. PRESSING SMALL OBJECTS INTO PLASTICINE (beads,
seeds, shells, small pebbles). This way you can make paintings - mosaics on plasticine.
8. SPINNERS. First, the baby learns to launch a spinning top, and then large-sized tops. And after that, give the baby small tops. Instead of a top, use any other objects: pyramid rings, balls, plastic bowls, etc. It is also useful to wind wind-up toys with a key.
9. UNPLOCKING AN OBJECT WRAPED IN PAPER –
SURPRISE - “WHAT IS THERE?” When the baby unfolds the paper and finds the gift, plays with it, wrap it again - hide it in another paper. And try to find again. Teach your child to wrap - to hide an object from an older sister or brother, dad, or grandmother. Let them rejoice when his surprise is unwrapped.
10. FILLING THE BOTTLE WITH SMALL ITEMS. You can put beans, pebbles, and balls into a plastic bottle.
11. TURN THE PAGES OF THE BOOK ONE AT A TIME. This exercise is available to children from one year onwards. To do this, the pages of the first book must be thick, made of cardboard.
12. ROLLING THE PENCIL BETWEEN YOUR PALM. First, try rolling the pencil on the table with your palm. Then show your baby how to roll a pencil between straightened palms in his hands (the pencil is in a vertical position). You can glue a picture to the end of a pencil that will spin.
13. FINGER FOLK GAMES.
Development of articulatory motor skills
To present the exercise to preschoolers in a non-boring way, we select pictures and poems for each exercise.
Games aimed at developing and activating vocabulary.
1. ADD A WORD
Several people play. The first one names an object. The second one repeats this word and adds one of his own, the third one repeats the first two in order and names his own, etc. until someone gets confused. The game promotes the development of voluntary attention and memory.
2. VERBAL DOMINO
Several people play. Everyone takes turns pronouncing any phrases, but with a certain condition: each next player begins his phrase with the last word of the previous player’s sentence.
3. SIGNS OF WORDS
The child is told:
1st option. “Now I will name the words, and you must tell me what this object can do. For example, a blizzard is blowing, and thunder is ?; wind - ..., and snow - ...; rain -..., and the sun -... With each answer, the child is asked: “What else does the sun do, because it not only shines?” The child must select as many words as possible that denote the action. The same game can be played in reverse: “Who flies? Who swims? Who hammers the nails? Who catches mice?
2nd option. “Name another object that is as white as snow” (as narrow as a ribbon; as fast as a river; as round as a ball; as yellow as a melon, etc.).
3rd option. “Compare by taste - lemon and honey, onion and apple, by color - cloves and chamomile, pear and plum, by strength - rope and thread, stone and clay, by width - road and path, river and stream, by height - bush and tree, mountain and hill."
4. WORDS ARE FRIENDS
The child is asked to choose synonyms for the given words:
1st option. How can you say differently about a sad person? (Sad, upset.)
2nd option. What word can replace the word “horse”? (Doctor, horse, cup, food, etc.)
5. FOUR ONE
The child is asked to determine which word is superfluous, not suitable for other words, and explain why:
Sad, sorrowful, dejected, deep;
Brave, loud, courageous, daring;
Weak, brittle, long, fragile;
Strong, distant, durable, reliable.
If a child does not understand the meaning of a word, it should be explained to him.
6. WORDS ARE FRIENDS
The child is asked to choose antonyms for the named words. He is given the task: “Say the opposite: cold, clean, hard, thick, dull, spacious, wet, senior, light, enemy, top, lose, raise, winter, tomorrow, early, close, low, rarely, slowly, joyfully, dark, sat down, took it, found it, forgot it, dropped it, messed it up, straightened it out, light, tall, sick.”
7. REDUCTION
The child is asked: “What will the name of the small object be?” Example: “A small ball is a ball, a small table is ..., and so on.”
8. NAME THE CHILD
The adult names the adult animal or bird, and the child must name the baby. The game is played at a fast pace.
9. FIND THE WORD
The child is told that there are words denoting living things - people, animals, birds, and there are words denoting inanimate objects. He is asked to name living words, then non-living ones.
Games aimed at developing the grammatical structure of speech.
Didactic games for the formation of grammatical structure of speech can be divided into three main groups:
Games and exercises for inflection:
- They learn to use case forms correctly, the most difficult of which for them is the genitive plural, games: “What’s missing?”, “What’s missing from the doll?”, “Paired pictures”, etc.
- use indeclinable nouns such as coat, coffee, radio, kangaroo games “Atelier”, “Cafe”, etc.)
- correctly coordinate adjectives with nouns in gender, number, case and coordinate with verbs and prepositions. (“Which one?, Which one?, Which one?”, “Who is doing what?”, “Guess what it is?”, “Tell me about the subject”).
- distinguish verbs by aspect, person, number, tense, gender and mood. A special place is occupied by games for the correct use of so-called “difficult” verbs: want, call, run, etc. (games “Do you want? - We want”, “Hello, hello..”, etc.).
Games and exercises for word formation:
Didactic games for word formation can be divided into 4 subgroups:
- Formation of baby animal names
- Formation of profession names
- Formation of names of dishes
- Formation of cognates
In the field of word formation, preschoolers are taught to create new (same-root) words using:
· suffixes: hare - bunny, bunny;
· prefixes: sew - sew, sew up, embroider;
· mixed method: tabletop, running, running, etc.
The learning process includes games that help you understand the change in the meaning of a word depending on word-formation shades: mustache - mustache - mustache; cat - cat - cat. The teacher teaches the children to form adjectives from the stems of nouns: What kind of raspberry jam? From strawberries? From currants?; and the formation of possessive adjectives (the meaning of belonging).
Games and exercises to improve the syntactic side of speech.
Mastery of the syntactic structure of speech occurs in the process of verbal communication, where the main methodological technique is the teacher’s questions: “Why?”, “Why?”, “What would happen if...”.
An important means of developing preschoolers’ skills in constructing sentences of different types are special games and exercises: “Complete the sentence”, “Complete the sentence”, “Who should we take for a ride?”, “Blurred letter”, etc.
Games aimed at developing coherent speech
- Game “Write a sentence”.
The teacher offers the group 2 cards from children's lotto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two planned objects. Then two other objects are shown, and again in a circle the children come up with new sentences.
2.Verbal game “Attention! Wanted!
This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk. The one who first guesses which child we are talking about becomes the leader. When playing with young children, it is allowed to describe clothes.
3. Game "Prepositions".
A picture with a preposition is presented and you need to make a sentence with it.
4.The game “Who is friends with which letters.”
Each player must have a picture of an animal. For example, one has an elephant, another has a crocodile, and the third has a hedgehog. The first child says:
“My elephant is friends with the letter “X” because he has a trunk.” Another says: “And my crocodile is friends with the letter “R” because he lives in the river.” The third child says: “My hedgehog is friends with the letter “I” because he has needles, etc.
5. Word game “Come up with a sentence with the words...”
The teacher offers a word (picture), and the children make a sentence with it.
6.Verbal game “Let’s weave a wreath of sentences”
The teacher pronounces a sentence, and the children find the last word in it and come up with a sentence with it, etc.
For example: 1. Seryozha is reading a book. 2. The book is on the table. 3.My desk is clean. 4. Clean hands are the key to health, etc.
7. Game “Make a guess and guess”.
The driver (adult or child), using cards - “definitions and signs” of the word.
Players are trying to find a hidden object. The one who guessed correctly becomes the driver.
8. Game “Make a story”
The teacher gives each child a diagram card with conventional images: the sun, a tree, a feeder, birds and offers to compose a story on the topic “Migratory Birds” based on the diagram. Thus, stories are compiled on different lexical topics.
9. Game "Shop"
Using models, the child describes vegetables, fruits, furniture, clothes, etc.
A didactic game is one of the forms of teaching influence of teachers on a child, at the same time, the game is the main activity of children. Thus, the game realizes educational (which the teacher pursues) and gaming (for which the child acts) goals. It is important that these two goals complement each other and ensure the assimilation of program material. A didactic game is a valuable means of cultivating mental activity; it activates mental processes and arouses a keen interest in the process of cognition in preschoolers. The game helps to make any educational material exciting, causes deep satisfaction in children, stimulates performance, and facilitates the process of assimilation of knowledge.
