Summary of a subgroup speech therapy lesson in the senior group “Formation of ideas about sounds.”

Speech therapy classes: theoretical aspect

The first words of a child cause delight among parents. Each speech skill is met joyfully. The child learns to pronounce various groups of sounds gradually. Adults rarely specifically teach this to children; children imitate speech and train on their own. Therefore, parents sometimes do not think about the need to correct their child’s speech; they think that the shortcomings are due to age and will soon go away on their own.

In early childhood, speech skills are formed as an imitation of the speech of adults

Not all parents know that most kindergartens have a special education teacher. A speech therapist is a specialist in correctional pedagogy who diagnoses and corrects speech disorders. It is a mistaken opinion that speech therapy classes are only recommended for children who cannot pronounce the sound [r]. The scope of correctional and developmental activities of a speech therapist is extensive:

• learning the correct pronunciation of all sounds;
• development of fine motor skills - stimulating the fingers activates the brain;
• development of coherent speech: construction of simple and compound sentences, replenishment of active vocabulary, ability to retell;
• development of phonetic hearing - discrimination of sounds;
• formation and improvement of impressive speech - understanding of what is heard.

Teaching correct pronunciation is one of the areas of work of a speech therapist

The child’s initial examination by a speech therapist occurs before entering kindergarten. He draws up a conclusion about the level of speech development and existing disorders and records it in the medical record. Unfortunately, parents often do not pay attention to the notes of this specialist. And the reason for this is that speech therapists in state clinics immediately warn: we will deal with correction closer to school, from the age of 5.

We received a ticket to kindergarten for our son when he was already 3 years old. We decided to undergo a medical examination at the same time with him and our daughter (1 year 10 months), so that she would go to a short-term stay group in the same preschool institution. At the clinic, the speech therapist refused to see her daughter: “Children 3 years and older are being examined.” The specialist filled out the card only for his son, commenting that the picture was sad: the child pronounces many sounds incorrectly, and some he even “swallows.” Classes were denied: you will come at 5 years old. We were lucky then that there was an excellent speech therapist in the kindergarten.

The comments of the speech therapist at the clinic should be taken seriously, but there is no need to panic - speech disorders are corrected

If a speech therapist diagnoses “general speech underdevelopment (GSD),” the child may be referred to a psychological and pedagogical commission. There, in the presence of a parent, the child is asked general questions (“What is your name?”, “What are your favorite toys?”), and is asked to complete simple tasks (“Show pictures of vegetables and name them”). Based on the results of the interview, the commission can confirm the diagnosis and refer the child to a speech therapy kindergarten or speech therapy group.

The commission was made up of speech therapists, psychologists and kindergarten teachers.
The child was asked various logic questions, asked to show colors, asked to name the animals in the pictures, and to tell what he saw in the picture. They took us in because we had plenty of evidence, we couldn’t pronounce many sounds, and in general we had poor speech. krasotkamira https://otzovik.com/review_797898.html

By decision of the psychological and pedagogical commission, the child is sent to a speech therapy group or correctional kindergarten

General education kindergartens operate according to programs (“Rainbow”, “From birth to school”) that do not take into account the needs of children with speech disorders. Education of pupils with speech pathology is structured according to correctional and developmental programs:

• T. B. Filicheva, G. V. Chirkina “Program for the education and training of children with phonetic-phonemic underdevelopment”
• O. Kireeva “Program of correctional and developmental work with children of senior preschool age in a speech center”
• N. V. Nishcheva “Program of correctional and developmental work for children with special needs” and others.

Children with speech impairments constitute a risk group: they understand the teacher’s instructions and explanations less well and have difficulty formulating answers. For pupils of speech therapy groups, the number of group lessons is smaller; more often they study individually.

The speech therapy group has its own pace of learning and many correctional classes

The goal of speech therapy classes is to correct speech disorders and form correct and beautiful speech in children. A speech therapist is a generalist. He selects exercises to improve the technical side of speech (purity of pronunciation, grammatically correct construction of phrases). At the same time, the speech therapist takes into account the psychological characteristics of children: he organizes classes in a playful way, and knows about the interests of the students. Sometimes younger preschoolers perceive speech therapy classes as entertainment.

Speech therapy classes in younger groups are exciting and conducted with the help of assistant toys

Table: objectives of speech therapy classes

Speech therapy classes combine correctional methods and exercises for the general cognitive development of children

Types of speech therapy classes

1. Individual lessons are considered the most effective in overcoming speech disorders. In this form, contact and understanding between the speech therapist and the child are successfully established, and shy children are liberated. In a lesson with one student, various techniques can be used: didactic games, sensory tasks, intellectual tasks in a workbook, articulation and finger gymnastics. The duration and frequency of classes is determined by a specialist and depends on the severity of disorders of the articulatory apparatus and delays in speech development. Typically, individual lessons last no more than 20 minutes and are held twice a week. By agreement with the speech therapist, parents are allowed to attend the lesson to become familiar with the speech therapy technique.
   

   Our kindergarten does not have a speech therapy group for children under 5 years old. From the age of 4, my son went to individual lessons in a speech therapy room. The teacher strongly recommended that I come to any lesson. It was an important experience because I was not familiar with performing special exercises. The son had to study not only on Monday and Thursday with Olga Vladimirovna, but also every day at home according to instructions. My advice to parents whose children are studying with a speech therapist is to come see articulation exercises to avoid mistakes in homework.

   

   Individual lessons are effective due to establishing contact with the child and the opportunity to conduct a variety of exercises

2. Subgroup classes are conducted with students who have the same or similar speech impairments. There are 4-6 children of approximately the same age present at the lesson. During the school year, the composition of the mini-group changes, since the degree of violation and the effectiveness of overcoming children are individual. The advantage of subgroup classes is playing joint games and working with a partner. Children develop the communicative side of speech. For subgroup classes, for example, children with the following disorders are selected:
   distortion of sounds: buccal [w], [f];
3. tachylalia or bradyllalia: accelerated and slow rates of speech;
4. phonetic-phonemic underdevelopment: inability to determine the sound composition of a word.

   

   Subgroup classes provide an opportunity to play games together and develop communication skills with peers

5. Frontal classes are a collective form of work that is carried out with students of speech therapy groups. The speech therapist draws up a calendar and thematic lesson plan, taking into account the individual characteristics and correctional needs of children. Frontal classes are held several times a week; children prepare for them in individual and subgroup classes with a speech therapist, and then repeat the exercises with a teacher. Types of frontal classes for logogroup:
   on the formation of lexical and grammatical means: enrichment of the dictionary and the formation of the grammatical structure of speech;
6. on the formation of the sound structure of speech: correct pronunciation and analysis of sounds;
7. on the development of coherent speech: independent construction of statements.
   

   When my son turned 5 years old, we were sent to a special commission, and my son was assigned to a speech therapy group. Once a week, a speech therapist works with him individually. Two or three classes are conducted as part of a subgroup in a logotherapy center. Most often, children study as a whole group in the first half of the day. Frontal classes are conducted by a speech therapist or one of the teachers with an additional specialty.

   

   All students of the logogroup are present at frontal classes, the same tasks are performed

How can a speech therapist individualize tasks?

Level differentiation of tasks contributes to the development of positive emotions from the learning process; each student feels successful when coping with the proposed task. Individualization of tasks in frontal classes is used when some of the students have already succeeded in overcoming any shortcoming. These children are offered tasks of an increased level of complexity.

For example, a frontal lesson in the preparatory group is devoted to the analysis of the sound composition of a word: the children pronounce sounds, syllables, and words with an intonation-emphasized sound in unison. The teacher divides the group into 2 teams, one of which will receive simpler questions for collective answers.

- Blue team, name the consonant sounds in the word GOOSE ([g]! [c']).

- Green team, name the soft consonant in this word ([s']).

The second task is more difficult because it requires the ability to determine by ear the hardness/softness of sounds and requires sufficient development of auditory perception and memory.

An individual-personal approach is implemented in dramatization games during classes on the development of coherent speech. Children have a common goal - to reproduce a familiar plot (usually a fairy tale) using dialogue. Older children independently distribute the roles of characters in accordance with capabilities and sympathies: “I want to play the role of Mashenka in a fairy tale, but I doubt that I can cope with her words. I’d rather play a bear cub, I like him too.” For pupils of primary and secondary speech therapy groups, the teacher assigns roles taking into account the skills of the students.

The speech therapist carries out regular diagnostics of intellectual and speech development and determines the aptitudes of children. If a child loves creative activities, he is often given tasks to draw something, connect the dots, trace a stencil and color the picture. For such exercises, a speech component is selected on the topic of the frontal lesson. Children who have a penchant for any topic (space, animals, princesses, robots) work with their favorite lexical and visual material. It’s not difficult to individualize tasks if you know the guys well. Preparing such tasks is an indicator of the speech therapist’s skill.

Individualizing a task means taking into account the abilities and interests of everyone

Motivating start to speech therapy sessions

The effectiveness of correctional and developmental classes directly depends on the enthusiasm of the students. In preschoolers, voluntary attention and memory predominate: they concentrate on what is interesting and remember the information received. Speech therapy classes should not become routine: low-emotional explanations from the teacher and mechanical repetition of exercises slow down the correction process.

From the first minutes, children are involved in the learning process. At the initial stage of the lesson, motivation is created using a variety of methods:

• studying visual materials (illustrations, mini-exhibitions, models);
• involvement of small forms of folklore (fairy tales, nursery rhymes, jokes, riddles on the topic);
• watching a short video or presentation;
• conducting an educational conversation;
• inclusion of activities in a game form;
• creating a problematic or surprising situation.

The result of all work largely depends on the degree of motivation at the beginning of the lesson.

Table: options for motivating start of classes for different age groups

Studying unusual visual materials creates positive motivation for the upcoming lesson

Video: open lesson of a speech therapist with a motivating beginning “Message from Zvukograd”

httpv://www.youtube.com/watch?v=embed/szsbrr7Bbq8

Classes with a speech therapist. Materials and notes.

Contained in sections:

• Speech therapy. To help speech therapists

Includes sections:

• Sounds. Differentiation and automation of sounds. Correction of sound pronunciation
• ONR. Class notes

By groups:

• Senior group
• Preparatory group
• Middle group
• Junior group

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Speech therapist work program

The work program of a speech therapist in kindergarten is drawn up in accordance with the target of the Federal State Educational Standard (Federal State Educational Standard) - raising a comprehensively developed personality. At the same time, the content of the development reflects the provisions of the educational program adopted at the preschool educational institution and the correction program.

The program includes:

• information about students: age category, diagnoses (speech defects);
• List of current tasks;
• calendar and thematic planning for the year;
• schedule of diagnostic activities (conversations with students, questionnaires, testing);
• a plan for interaction with other preschool specialists: teacher, music director, physical education teacher, psychologist;
• proposed work with parents: consultations, master classes.

Approximate content of the work program:

1. Characteristics of the student population.
2. Features of organizing the activities of a speech therapist.
3. Organization of the subject environment.
4. Contents of the work program.
5. Thematic planning (FFNR, ONR (2,3) first year.
6. Thematic planning (FFNR, ONR (2,3) second year.
7. Plan-program of correctional and developmental work.
8. Formation of sound analysis skills.
9. System for monitoring the effectiveness of the correctional and developmental process.

Oksana Kurbanova https://www.maam.ru/detskijsad/rabochaja-programa-583606.html

Video: structure of a speech therapist’s work program

httpv://www.youtube.com/watch?v=embed/NyToUukOMAY

Analysis of a speech therapy session

Analysis of the lesson reveals the effectiveness of the speech therapist’s organizational abilities. If shortcomings are discovered in the preparation or conduct of a lesson, adjustments are planned in the teacher’s methodological activities.

Self-analysis protocol:

1. The topic of the lesson, its disclosure.
2. Goals and objectives, their implementation.
3. Was the preliminary work helpful?
4. Equipment and materials, ease of use, interest of students.
5. Lesson model, activity and mood of children at each stage.
6. Corrective and developmental exercises, their effectiveness.

You can evaluate the components of the lesson using a point system. To do this, fill out a technological map.

Self-analysis forms are filled out by the speech therapist himself and stored in the specialist’s methodological folder.

Table: fragments of analysis of a speech therapy session

Competent and beautiful speech is an indicator of the development of intellectual abilities. It happens that a child experiences difficulties in pronouncing individual sounds or in constructing phrases. Timely diagnosis of speech defects and sessions with a specialist will help to avoid serious problems in the future.

Speech therapy classes - Summary of the logorhythmic lesson “Mother for a baby mammoth” in the middle group

Publication “Summary of the logorhythmic lesson “Mother for a baby mammoth” in secondary…”

Goals: Formation of an attitude towards a healthy lifestyle. Development of articulatory motor skills, vocal apparatus, movement coordination. Promote regulation of muscle tone, sensation of musical meter, downbeat. Attributes: musical instruments (triangles,…

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Outline of a lesson on environmental education of children in a senior speech therapy group Outline of a lesson on environmental education of children in a senior speech therapy group on the topic “Traveling through the nature of their native land - to the Tseysky Nature Reserve.” Educational areas: “Cognitive development”, “Speech development”, “Artistic and aesthetic development”,…

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