Information for the stand of a preschool teacher-speech therapist. Kindergarten teachers, school teachers and educators

Consultations for parents (legal representatives) consultation on speech therapy on the topic

Question answer

At what age is it time to show a child to a speech therapist?

The opinion that a child should be brought to see a speech therapist by the age of five is now outdated. The fact is that by this age the child’s speech has already been largely formed, and the most favorable period for speech development is the age of 2-3 years.

It is at this age that you need to ask whether everything is fine with your child’s speech. And even if the speech therapist at the clinic says that the child’s development is appropriate for his age, it is necessary to visit the speech therapy office annually to monitor the dynamics of speech formation.

After all, what is the norm at three years is already a lag at four. If the mother had problems during pregnancy or childbirth, and the child was seen by a neurologist, then in this case it is necessary to especially carefully monitor the development of speech. Then mom won’t have to hear the question so often asked by speech therapists: “Where have you been all this time?”

Can a mother herself determine whether her child needs a speech therapist?

If by the age of 2.5 years a child has not formed elementary phrasal speech, it is considered that the rate of his speech development lags behind the norm. A three-year-old child uses simple prepositions in sentences (on, in, under, for, with, from) and conjunctions because, if, when.

In the speech of a four-year-old child, there are already compound and complex sentences, the prepositions by, before, instead of, after, because of, from under, conjunctions that, where, how much are used. By this time, whistling sounds (s, z, z), s, e, and somewhat later - hissing sounds (sh, zh, ch, sch) appear. The sounds r, l usually appear by 5-5.5 years. By the age of five, the child has fully mastered everyday vocabulary and uses general concepts (“clothing,” “vegetables,” etc.). There are no longer omissions or rearrangements of sounds and syllables in words; the only exceptions are some difficult unfamiliar words (excavator, etc.).

If your child's speech differs significantly from these norms, you should contact a speech therapist. However, very often parents get used to their child’s speech and do not notice many problems in his development, especially if this child is the only one in the family.

Therefore, it is recommended to visit a speech therapist at the clinic for the first time at the age of three and then annually for preventive purposes.

If your child’s babbling has faded, and the first words have not appeared even by the age of 2, then you should seek help earlier.

Can parents correct their child’s speech themselves?

Undoubtedly, it is difficult to overestimate the role of the mother or other close people in the development of the child’s speech. Currently, a lot of books have appeared to help parents develop their child’s speech, for example Maksakov A.I. Tumakova G.A. “Learn by playing”; Fomicheva M.F. “Education of correct pronunciation in children”; Shvaiko G.S. "Games and play exercises for speech development."

Sometimes it is enough to attract the child's attention to the correct pronunciation of a sound to get a positive effect.

In other cases, it is first necessary to develop articulatory muscles with the help of articulatory gymnastics (ask a speech therapist how to perform it correctly).

However, if, despite your efforts, the child has not learned to pronounce sounds correctly within a month of lessons, it is best to turn to a professional. Further attempts to correct the pronunciation may aggravate the problem, for example, it may reinforce the child’s incorrect pronunciation or even discourage the child from studying.

Pay special attention to your own speech, because... For children aged 1 to 6 years, parents’ speech is a role model and serves as the basis for subsequent speech development.

It is important to adhere to the following rules:

- you can’t “babble” with a child, i.e. speak in a babbling language or distort sound pronunciation, imitating the speech of a child;

- it is desirable that your speech is always clear and moderate in pace;

— when communicating with a child, do not overload your speech with words difficult to pronounce for children, incomprehensible expressions, and phrases. The phrases should be fairly simple. Before reading a book or fairy tale, new, unfamiliar words found in the text must not only be explained to the child in a form understandable to him, but also illustrated: look at a bright picture, go on an excursion, etc.

— a child should not be punished for mistakes in speech, imitated or corrected irritably.

It is useful to read age-appropriate poetic texts to children.

How to get to classes with a speech therapist?

If you decide to see a speech therapist, you must first go to the clinic. The clinic's speech therapist advises parents on speech development, conducts clinical examinations of children in kindergartens and schools, and corrects simple speech disorders in children of all ages. He also refers the child, in case of more pronounced disorders, to a psychological, medical and pedagogical commission (PMPC) to clarify the diagnosis and, if necessary, place the child in a specialized group of the kindergarten. In kindergarten, a speech therapist works only with children enrolled in his group.

What does a speech therapist do?

Contrary to popular belief, a speech therapist does not only “produce” sounds. The work of a speech therapist in a correctional group begins with the development in children of attention, visual and auditory perception (recognition and discrimination), memory and thinking. Without this, it is impossible to establish a full-fledged educational process. The tasks of a speech therapist include expanding and enriching children’s vocabulary, correcting grammatical errors and teaching literacy.

A speech therapist helped my older child in six sessions, so is it worth going to a speech therapy group?

Speech impairment can only be expressed in incorrect pronunciation of sounds (dyslalia or FFN). In this case, it is enough to contact a speech therapist at the clinic. The process of speech correction for such a disorder can take from one month to a year, depending on the number of incorrectly pronounced sounds and the individual characteristics of the child. With general speech underdevelopment (GSD), not only sounds are impaired (sometimes up to 16 or more).

The syllabic structure of the words is broken: “peter” - now, “masalet” - airplane, “agat” - grapes. The vocabulary is poor, verbal substitutions are often allowed: helmet - “hat”, bottom - “sole”, saw - “knife”. The child has difficulty constructing a phrase, often with grammatical errors.

Correction of such speech disorders is possible only with daily complex medical and pedagogical intervention in a specialized group and can take up to 2-3 years or more.

Will my child become “like everyone else”?

Parents often ask whether the child will be able to correct all existing violations. The result of correctional work depends on many factors: the severity of the violations, the presence of concomitant diseases, the timeliness of assistance and the regularity of classes, the complexity of the impact, the interest of the child and parents in correcting the violations. In many cases, the correction process takes more than one year and requires a lot of patience from all participants in the process. Children with developmental disorders certainly need qualified assistance from a correctional teacher. But no less they need adequate help from their parents. In the absence of sufficiently effective and early diagnosis of the child’s development, it is the parents who, suspecting a delay or disturbance in the child’s development, should seek help from specialists and actively get involved in the work themselves. After all, no one can approach a child better than mom and dad, and no one is more interested in the final result.

The child's medical record contains a diagnosis of RRD. What is this?

A diagnosis of “speech development delay” (SSD) means that the child’s speech development is slower than expected. This may be due to hereditary reasons (father or mother also started talking late), or frequent illnesses of the child. In this case, all the body’s forces are spent on fighting the disease, and not on development, including speech. Speech development can also be delayed if the child does not talk or read much. Radio and television do not help the formation of speech. At the initial stages of speech development, the child must not only hear speech, but also see the articulation of the adult. Speech should be simple, clear and accessible. If speech development delay is due to these reasons, specialist intervention is not required. It is enough to create favorable conditions for the child’s development.

However, it happens that delayed speech development is caused by harmful influences during pregnancy, childbirth or in the first years of a child’s life (stress, infections, injuries and much more), which parents are sometimes unaware of. In this case, speech development is not only delayed, but also disrupted. It is no longer possible to do without medical and pedagogical assistance.

ZRR is usually given to children under 3-3.5 years of age. After this age, and sometimes earlier, if the child’s speech still does not correspond to the age norm, we can speak not of delayed, but of impaired speech development. In this case, you need to contact a neurologist and speech therapist.

How to properly teach a child to read and write?

The basis of learning to read is not the letter, but the sound. Before showing your child a new letter, for example M, you should teach him to find the sound [m] by ear in syllables and words. At first, you should name both the sounds and the letters corresponding to them the same way - [m], [b], and not em or be. Saying this, we pronounce two sounds - [e] and [m]. This only confuses children.

Another serious mistake is in letter-by-letter reading, that is, the child first names the letters: MA - and only after that adds the syllable itself: MA. This skill of incorrect reading is very persistent and is corrected with great difficulty. Even if a child can read words of three or four letters in this way, reading more complex words will be impossible. Correct reading is reading in syllables (until fluent reading is formed). At first, let the child draw out the first letter of the syllable for a long time until he recognizes the next letter.

The main thing is that he does not stop after the first letter and reads the letters of the syllable together. First of all, children are taught to read syllables like AP, UT, IK, etc. Then they move on to syllables like MA, NO, VU. After the skill of reading syllables is sufficiently automated, they move on to reading words like MAC, MOON, STICK, etc. according to increasing complexity of words. If in oral speech a child replaces some sounds, for example [Ш] with [S] (“sapka”) or [R] with [L] (“lyba”), it is not recommended to teach him the corresponding letters until the sound pronunciation is completely corrected . Otherwise, the child may form an incorrect connection between the sound and the letter representing it.

Before teaching a child to write, it is necessary to develop a correct grip on the pen. A lot of kids do it wrong. The child’s hands should lie on the table so that the elbow of the right hand (for right-handed people) protrudes slightly beyond the edge of the table, and the hand moves freely along the line, while the left hand lies on the table and holds the sheet.

The handle is placed on the upper part of the middle finger, and the nail phalanges of the thumb and index fingers hold it at a distance of 1.5–2 cm from the end of the rod. Teach your child to navigate on a sheet of paper: show the upper right, lower left corner, middle of the sheet, etc. Then they are taught to see the lines, find the beginning and end of the line.

How to help a child

what if he forgets, confuses, or writes letters incorrectly?

If a child writes letters in the wrong direction (mirrored) and confuses the arrangement of letter elements, this is most often a consequence of unformed spatial representations. Check if your child can show his right ear, left leg, etc. correctly.

Game-activities such as “Tangram”, “Pythagoras”, “Fold a square”, and various “constructors” are very useful. It happens that a child confuses letters that are completely different in spelling: M and B, T and D. The reason for this may be that the child has difficulty distinguishing the corresponding sounds by ear. At the same time, his physical hearing may be absolutely normal. Teach your child to listen for difficult sounds in syllables and words. To make it easier for your child to remember letters, the following techniques are recommended:

— Coloring letters, shading;

— A child sculpting letters from plasticine.

— A child cutting out letters according to a contour drawn by an adult.

- “Writing” with broad gestures all the letters being studied in the air.

- Comparison of the letter and its elements with familiar objects, other letters: the letter U - bunny ears, etc.

— Tracing a letter cut from fine sandpaper or velvet paper with your finger, recognizing letters by touch with your eyes closed.

— Laying out letters from various materials: braid, buttons, matches, etc.

— A child tracing letters written by an adult.

- Writing letters using reference points set by adults.

Is it possible for my child to stutter?

Approximately 2% of children stutter, i.e. one in fifty. Moreover, stuttering occurs four times more often in boys than in girls. Stuttering usually occurs between 2 and 5 years of age. Very often, parents blame fear, illness, or other stress as the cause.

In fact, many children are afraid of animals or other things, but they do not stutter. Consequently, the real reason is the weakening of the child’s central nervous system, and fear served only as a trigger. Stuttering can be provoked by a sudden change for the worse in the family situation or regime.

There are frequent cases of stuttering in children with precocious speech, whose parents read them too many poems, fairy tales, make constant requests: “tell me”, “repeat”, and often force them to speak for show.

One of the common causes of stuttering in children is an excessive speech load (repetition of incomprehensible and difficult words; recitation of poems that are complex in content and large in volume; memorizing fairy tales and stories that are not appropriate for the age and development of the child). Sometimes in children who started speaking late (at the age of about three years), stuttering occurs simultaneously with the rapid development of speech. Stuttering can also appear in children with slow developing motor skills.

Such children are awkward, do not look after themselves well, chew sluggishly, and their fine motor skills (strength, dexterity, mobility of the hand and fingers) are not well developed.

Such children are not recommended to watch a lot of TV, especially at night.

You should not overload your child with a large number of impressions (cinema, reading, watching TV, etc.) during the period of recovery after an illness. Failure to comply with the regime and requirements of proper education at this time can easily lead to stuttering.

Stuttering can sometimes occur by imitation if someone around the child stutters.

In order to help the child in time, it is very important not to miss the first signs of stuttering: the child suddenly suddenly becomes silent, refuses to speak (this can last from two hours to a day, after which the child begins to speak again, but stuttering); the use of extra sounds (a, and) before individual words; repetition of the first syllables or whole words at the beginning of a phrase; forced stops in the middle of a word or phrase; difficulties before speaking.

When the first signs of stuttering occur, you should contact a neuropsychiatrist.

Topics of consultations between a speech therapist teacher and parents in kindergarten

Chupryakova Marina

Topics of consultations between a speech therapist teacher and parents in kindergarten

TOPICS OF CONSULTATIONS BY A Speech-Language Pathologist FOR PARENTS

1. What is the work of a speech therapist teacher ?

2. Correct speech is the key to a first-grader’s success.

3. Stages of work to correct sound pronunciation.

4. Recommendations from a speech therapist to parents of children with speech problems.

5. Speech therapy work with children.

6. Diagnosis of children’s speech readiness for school (presentation)

7.Articulation gymnastics: significance and recommendations.

8. Articulation gymnastics in pictures.

9. Comprehensive development of correct speech.

10. Age-related features of children’s speech development.

11. The speech of adults is a role model.

12. A collection of speech therapy tips for parents .

13. Speech therapy dictionary for parents .

14. Speech therapy recommendations for parents of first-graders .

15. That insidious “R”

16. System of didactic games and exercises for speech development.

17. What if the child does not speak?

18. A child’s speech at his fingertips.

19. Games and gaming techniques for the development of fine motor skills.

20. Features of communication of 3-year-old children.

21. “Sound imperfection”
of children's speech .
22. How to form correct speech?

23. What is phonemic awareness?

24. How do we speak? (see the book Baby Speech Development)

25.Sound and speech development: from the first cry to the first words.

26. The influence of the speech environment on the early speech development of a child.

27. How to develop speech skills?

28. Formation of speech structures .

29. Children's word creation : “for”

and
"against"
.

30. Speech development in twins.

31. How does lack of communication with mother affect children’s speech development?

32. Left-handed child and his speech development.

33. Underdevelopment or disorder of speech development?

34. Features of the development of children’s speech in the preschool period.

35. What to answer “why”

36. Collaborative work between a speech therapist and parents as one of the conditions for successful correctional work with children with speech disorders.

37. The role of parents in the development of a child’s speech.

38. Do your child’s speech problems bother you?

39. When to contact a speech therapist?

40. Mistakes made by parents when teaching children to read at home.

41. Stages of children learning difficult sounds.

42. Pure talk is a tool that increases the effectiveness of correctional and speech therapy work with children.

43. Prevention of dysgraphia in preschool age.

44. Automation of sounds at home.

45. Finger games in the kitchen.

46. Development of speech breathing in children with speech disorders.

47. Can parents correct their child’s speech themselves?

48. Delayed speech development, what is it?

49. How to properly teach a child to read and write.

50. How to organize speech therapy classes at home.

Article:

Children with developmental disorders need qualified assistance from a special education teacher. But no less they need adequate help from their parents . In the absence of sufficiently effective and early screening of the child’s development, it is the parents who, suspecting a lag or disorder in development, should seek help from specialists and actively become involved in correctional work themselves. After all, no one can find the optimal approach to a child better than mom and dad, and no one is so keenly interested in the final result. Therefore, it is necessary to increase the competence of parents in matters of child development and health. As a practicing speech therapist working in a combined kindergarten, I often have to deal with a situation where parents of 4-5 , and sometimes 6-year-old children are unaware of the seriousness of speech and mental development disorders, believing that their child is fine . The proposal to transfer a child to speech therapy group frightens many parents and is perceived as a tragedy. It happens that they refuse speech therapy help under a variety of pretexts.
Individual conversations with each mother are required to convince her of the advisability of transferring the child to a specialized group. Question 1 . WHAT DOES A Speech Pathologist ?

Contrary to popular belief, a speech therapist does not only “produce” sounds. The work of a speech therapist in a correctional group begins with the development of children's attention, visual and auditory perception (recognition and discrimination, memory and thinking. Without this, it is impossible to establish a full-fledged educational process. The tasks of a speech therapist include expanding and enriching children's vocabulary, developing coherent speech and teaching literacy , correction of grammatical errors.In addition to mastering methods for correcting oral and written speech, the speech therapist is familiar with the basics of neuropathology, psychopathology, pathology of the organs of hearing and speech.

Question 2 . AT WHAT AGE IS IT TIME TO SHOW A CHILD TO A Speech Pathologist ?

The opinion that a child should be brought to see a speech therapist at age five is outdated. By this age, the child’s speech has already been largely formed, since the favorable period for speech development is the age of 2–3 years. It is then that you need to ask whether everything is fine with the child’s speech. And even if the speech therapist at the clinic says that the child’s development is appropriate for his age, it is necessary to visit the speech therapy office to monitor the dynamics of speech formation. After all, what was the norm at three years old becomes a lag for four years. If the mother had problems during pregnancy or childbirth, and the child was seen by a neurologist, then it is necessary to especially carefully monitor the development of speech. Then mom won’t have to hear the question from the speech therapist : “Where have you been all this time?” Methods for early (up to a year) diagnosis of severe speech disorders are now being actively developed; the system of assistance to children of such an early age is not yet sufficiently developed. And yet, the earlier a violation is detected, the more effective its correction will be.

Question 3 . CAN A MOTHER DETERMINE MYSELF IF A CHILD NEEDS ?

Children acquire correct speech gradually, over several years. Each age has its own norm. By the age of one year, a normally developing child already uses 3-4 “babble” words, understands individual words, and relates them to specific objects. Understands simple instructions accompanied by gestures (“where is mom?”, “give me a pen,” “no”). By the age of two, he uses sentences of two or three words, understands and correctly follows two-step instructions (“go to the kitchen and bring a cup”, has a vocabulary of at least 50 words. By the age of two, the child already correctly pronounces the sounds: p, b, m, f , v, t, d, n, k, d. If by the age of 2.5 a child has not formed elementary phrasal speech, it means that the rate of his speech development lags behind the norm. In the speech of a three-year-old child, the ability is gradually formed

correctly link different words into sentences. From a simple two-word phrase, he moves on to using a complex phrase using case forms of singular and plural nouns, uses simple prepositions (on, in, under, for, with, from) and conjunctions (because, if, when) in a sentence. By 3.5 years, the number of adjectives increases significantly. In the speech of a four-year-old child, complex and complex sentences are already encountered, prepositions are used (by, before, instead of, after, because of, from under, conjunctions (what, where, how much).

By this time, whistling sounds (s, z, ts, as well as s, e, somewhat later hissing sounds (sh, zh, ch, sch) are mastered. The sounds r, l usually appear by 5–5.5 years. By the age of five, the child completely assimilates everyday vocabulary, uses generalizing concepts (clothing, vegetables, etc.). There are no longer omissions, rearrangements of sounds and syllables ; the only exception is some difficult unfamiliar words (excavator, etc.). The sentences are used all parts of speech. The child masters all the sounds of his native language and uses them correctly in speech. If the children’s speech differs significantly from these norms, you should contact a speech therapist . However, parents get used to their child’s voice and do not notice many problems in his development, especially if he a speech therapist for the first time at the age of three and then annually for preventive purposes. If your child’s babbling has faded, and the first words have not appeared by the age of 2, then you should seek help earlier.

Question 4 . CAN PARENTS CORRECT THE CHILD'S SPEECH THEMSELVES?

Undoubtedly, it is difficult to overestimate the role of the mother or other close people in the development of the child’s speech. Currently, a lot of books have appeared to help parents develop their child’s speech, for example:

• Maksakov A. I., Tumakova G. A. Learn by playing;

• Fomicheva M. F. Educating children in correct pronunciation;

• Shvaiko G.S. Games and gaming exercises for speech development.

Sometimes it is enough to attract the baby's attention to the correct pronunciation of a sound to get a positive effect. In other cases, it is first necessary to develop articulatory muscles with the help of articulatory gymnastics. However, if, despite your efforts, the child has not learned to pronounce sounds correctly within a month of lessons, it is best to turn to a professional. Further attempts to correct the pronunciation may aggravate the problem - for example, it may reinforce the child’s incorrect pronunciation or even discourage the child from studying.

Pay special attention to your own speech, since for children aged 1 to 6 years, parents’ is a role model and the basis for subsequent speech development. It is important to adhere to the following rules:

- you cannot “lisp”, that is, speak in a “babbling” language or distort sound pronunciation, imitating the speech of a child;

- it is desirable that your speech is always clear, fairly smooth, emotionally expressive, and moderate in tempo;

- when communicating with a child, do not overload your speech with difficult to pronounce words, incomprehensible expressions and phrases. The phrases should be fairly simple.

- before reading a book, new, unfamiliar words found in the text must not only be explained to the child in a form understandable to him, but also

illustrate in practice;

- you should ask only specific questions , do not rush to answer;

A child should not be punished for mistakes in speech, mimicked or corrected irritably.

It is useful to read poetic texts to children that are appropriate for their age. It is very important to develop auditory attention, mobility of the articulatory apparatus, and fine motor skills of the hand.

Question 5 . HOW TO GET TO CLASSES WITH A Speech Pathologist ?

Speech therapy assistance is provided by a speech therapist at a clinic , kindergarten or school. Sometimes speech therapists work in cultural centers and various centers. In fact, these are the same specialists with higher education in defectology. If you decide to see a speech therapist , you must first visit the clinic. The clinic's speech therapist advises parents on speech development issues , conducts clinical examinations in kindergartens and schools, and corrects simple speech disorders in children of all ages. He also refers the child, in case of more pronounced violations, to the Psychological, Medical and Pedagogical Commission (GPMPK) to clarify the diagnosis and (if necessary) placement in the correctional group of the kindergarten. In a kindergarten, if a speech therapist , classes with children can be conducted either at a speech center or in specialized groups. to the speech center . The speech therapist himself identifies such children and conducts classes with them several times a week. If there is such a group in the kindergarten, the speech therapist works only with the children enrolled in it. These are mainly children with severe speech impairments (general speech underdevelopment, stuttering). For enrollment, it is necessary that the child’s age corresponds to the group being formed (usually 4 or 5 years at the beginning of training, there are the necessary certificates from clinic specialists (ophthalmologist, psychiatrist, speech therapist , otolaryngologist) and a referral from the State Medical and Pedagogical Committee. Group formation usually takes place from January to May , classes begin on September 1 of the next school year. Training lasts 2 or 3 years. The school’s speech therapist (if there is one) selects children for classes. Part of the time he spends on correcting incorrect pronunciation of sounds, most of the time is spent correcting writing and reading disorders.

Question 6 . WILL MY CHILD'S SPEECH WORSE IN A Speech Therapy Group ?

It is impossible to completely exclude the possibility that at the initial stage the child will begin to imitate one of the children with whom he spends a significant part of his time and whose speech is much worse than his. But this happens rarely, and as you learn, both your own and acquired errors will disappear.

Question 7 . CAN A CHILD OVERCOME SPEECH PROBLEMS IF HE REMAINS SURROUNDED BY NORMALLY SPEAKING PEERS?

Of course, a normal language environment has a beneficial effect on the formation of a child’s speech. However, he is not always able to cope with problems on his own.

Proof of this is provided by adults who have speech problems. Therefore, if your baby has such severe speech development disorders that a speech therapy group , you should not risk his future.

Question 8 . MY OLDER CHILD WAS HELPED BY A Speech Pathologist IN SIX LESSONS, SO IS IT WORTH GOING TO A Speech Therapy Group ?

If speech impairment is expressed only in incorrect pronunciation of sounds, then it is enough to contact a speech therapist at the clinic . The process of speech correction for such a disorder can take from one month to a year, depending on the number of incorrectly pronounced sounds and individual characteristics

child. With general underdevelopment of speech (GSD), not only sounds are disrupted (sometimes up to 16 or more, the syllabic structure of words : peter - now, masalet - airplane, agate - grapes. The vocabulary is poor, verbal substitutions occur: helmet - hat, bottom - sole, comb (of a rooster) - hat, saw - knife. The child has difficulty constructing a phrase, often with grammatical errors. Correction of such violations is possible only with daily complex medical and pedagogical influence in a correctional group and can take up to 2-3 years and more.

Question 9 . WILL STUDYING IN Speech Therapy Group HINDER YOU FROM ENTERING A PRESTIGIOUS SCHOOL?

The fact that a child attends a speech therapy group is not recorded in any document presented upon admission to school, and is not a contraindication for studying in a public school. If a child overcomes his speech problems by the time he enters school and has the appropriate abilities, he can enter any educational institution.

Question 10 . WHAT ARE THE PROS AND DISADVANTAGES OF VISITING A Speech Therapy Group ?

The advantages include the small size of the group - 10-12 people. In such conditions, the risk of infectious diseases is reduced, the child is less tired during the day, and teachers have the opportunity to pay attention to each child. Experienced educators with pedagogical education and those who have completed special speech therapy courses , as well as a speech therapist with a higher education in defectology, work with children. Corrective and developmental classes are conducted with the child every day, aimed at developing attention, memory, thinking, general and fine motor skills, and breathing. In terms of their level of preparation for school, graduates of speech therapy groups often surpass children who attended mass groups. The child learns to listen to the teacher,

he develops learning skills. In addition, parents need to keep a notebook together with their child and complete the speech therapist’s .

Question 11 . THE CHILD HAS A DIAGNOSIS OF STD IN THE MEDICAL CARD. WHAT IT IS?

illness, and not on development, including speech. Speech development can also be delayed if the child is not spoken to or read enough. Radio and television do not help the formation of speech. At the initial stages of speech development, children must not only hear speech, but also see the articulation of an adult . Speech should be simple, clear and accessible. If speech development delay is due to these reasons, specialist intervention is not required. It is enough to create favorable conditions for the child to develop. However, it happens that delayed speech development is caused by harmful effects on the mother during pregnancy, childbirth or in the first years of the child’s life - stress, infections, injuries, which parents sometimes are not even aware of. Then the development of speech is not only delayed, but also disrupted. It is no longer possible to do without medical and pedagogical assistance. FGR diagnosed in children under 3–3.5 years of age. After this age, and sometimes even earlier, if the child’s speech still does not correspond to the age norm, we can speak not of delayed, but of impaired speech development. In this case, you need to contact a neurologist and speech therapist .

Question 12 . THE CHILD READS AND WRITES POORLY. WHAT TO DO?

Reading is a complex activity that involves technical skills and understanding the meaning of what is read. At the beginning of learning to read, a child learns to translate a written word into a spoken word: recognize a letter and correlate it with a sound, combine several letters into a syllable and several syllables into a word . These technical operations absorb all the child’s attention. At the same time, understanding the text being read is difficult. Gradually, technical operations are automated and the baby concentrates on understanding the meaning of the text. Similar problems can arise with writing. Until the end of the first grade, one cannot talk about reading and writing disorders; they only talk about unformed skills. But if persistent omissions, substitutions, and rearrangements of letters remain later, you should urgently seek advice from a speech therapist . Difficulty reading and

writing can be in left-handed people, in children with impaired oral speech, hearing, vision, and in those children who have been diagnosed with MMD (minimal cerebral dysfunction) by a neurologist.

Question 13 . HOW TO CORRECTLY TEACH A CHILD TO READ AND WRITE?

The basis of learning to read is not the letter, but the sound. Before showing your child a new letter, for example m, you should teach him to hear the sound m in syllables and words. At first, you should name both the sounds and the letters corresponding to them the same way - m, b, and not em or be. By saying this, we pronounce two sounds - e and m. This only confuses children. Another serious mistake is in letter-by-letter reading, that is, the child first names the letters: m, a - and only after that adds the syllable itself: ma. This skill of incorrect reading is very persistent and is corrected with great difficulty. Even if a child can read words of three or four letters in this way, reading more complex words will be impossible. Correct reading is reading in syllables (until fluent reading is formed). At first, let the child draw out the first letter of the syllable for a long time until he recognizes the next letter. The main thing is that he does not stop after the first letter and reads the letters of the syllable together. First of all, children are taught to read syllables like ap, ut, ik, etc. Then they move on to syllables like ma, but, wu. After the skill of reading syllables , they move on to reading words like poppy, moon, stick, etc. as the complexity of the words increases. If in oral speech a child replaces some sounds, for example, sh with s (sapka) or r with l (lyba), it is not recommended to teach the corresponding letters with him until the sound pronunciation is completely corrected. Otherwise, an incorrect connection between the sound and the denoting may be fixed. its letter. Before teaching a child to write, it is necessary to form a correct grip on the pen. Many children do this incorrectly. Hands should lie on the table so that the elbow of the right hand (for right-handers) protrudes slightly beyond the edge of the table and the hand moves freely along the line, and the left lay on the table and held the sheet. The right hand should be

facing the table surface. The fulcrum points for it are the nail phalanges of the slightly bent little and ring fingers, as well as the lower part of the palm. The fountain pen is placed on the upper, nail part of the middle finger, and the nail phalanges of the thumb and index fingers hold it at a distance of 1.5–2 cm from the end of the rod. The handle should be light, not thick, with a ribbed surface. Teach your child to navigate on a sheet of paper: show the upper right, lower left corner, middle of the sheet, etc. Then they teach you to see the lines, find the beginning and end of the line.

Question 14 . A 2-YEAR OLD CHILD KNOWS ALL THE LETTERS BUT WILL NOT LEARN TO READ

To master the analytical-synthetic method of reading (this is the method taught to read in kindergarten and school, it is not enough to know all the letters. It is necessary that the child can decompose a heard word into sounds (analysis) and connect sounds into syllables, and syllables into words (synthesis). Such a skill is formed no earlier than four years of age, subject to systematic training. You can teach reading before four years of age using the global reading method. In this case, the child remembers the image of a whole word , without breaking it down into its component parts. However, one can hardly expect that he will be able to remember a large number In addition, the global reading method can only read familiar words and sentences.

Question 15 . HOW TO HELP A CHILD IF HE FORGETS, CONFUSES, OR WRITES LETTERS WRONG?

If a child writes letters in the wrong direction (in a mirror, he confuses the arrangement of letter elements, most often this is a consequence of unformed spatial representations. Check whether your child can correctly show his right ear, left leg, etc., put together pictures from six cubes (on each of which there is a fragment of a picture). If it is difficult, then this is a consequence of the underdevelopment of analysis and synthesis. Game-activities like “Tangram” are very useful for the development of spatial concepts and visual perception

“Pythagoras”, “Fold the square”, Koos cubes, various construction sets . It happens that a child confuses letters that are completely different in spelling: m and b, t, etc. The reason is that the child has difficulty distinguishing the corresponding sounds by ear. At the same time, his physical hearing may be absolutely normal. Teach your child to listen for difficult sounds in syllables and words. To make it easier for your child to remember letters, the following techniques are recommended:

- the adult writes a “difficult” letter of large size (5–6 cm), the child colors or shades it;

cutting out letters along a contour drawn by an adult;

modeling letters from plasticine; “writing” with a wide gesture all the letters being studied in the air;

comparison of a letter and its elements with familiar objects, other letters: the letter y - bunny ears, etc.;

tracing with your finger a letter cut out of fine sandpaper or “velvet” paper, recognizing letters by touch with your eyes closed;

laying out letters from various materials: braid, buttons, matches, etc.;

tracing letters written by an adult;

writing letters using reference points set by adults.

Question 16 . CAN MY CHILD STUTTER?

About 2% of children stutter, that is, one in fifty. Moreover, stuttering occurs four times more often in boys than in girls. Stuttering usually occurs between 2 and 5 years of age. Parents often blame fear, illness, or other stress as the cause. In fact, all children are afraid of animals or something else, but they do not stutter. Consequently, the real reason is the weakening of the central nervous system, and fear serves only as a trigger. Stuttering can be triggered by a sudden change for the worse in the family situation or established routine. Cases of stuttering are common

children with precocious speech, parents read them too many poems, fairy tales, make constant requests: “tell me”, “repeat” - or force them to speak for show.

One of the reasons for stuttering is an unbearable speech load (repetition of incomprehensible and difficult words; recitation of poems that are complex in content and large in volume; memorizing fairy tales and stories that are not appropriate for age and development). Sometimes, in children who started speaking late (at the age of about three years), stuttering occurs simultaneously with the rapid development of speech. It can appear in children with a slowly developing motor sphere. Such children are awkward, do not serve themselves well, chew sluggishly, and have underdeveloped fine senses. hand motor skills (strength, dexterity, mobility of the hand and fingers). They are not recommended to watch a lot of TV, especially at night. The child should not be overloaded with a large number of impressions (cinema, reading, watching TV shows, etc.) during the recovery period after an injury diseases.Failure to comply with the regime and requirements of proper education at this time can easily lead to stuttering.

You cannot intimidate or punish a child by leaving him alone in a room, especially a dark one. Before going to bed, it is better to play quiet, calm games. Do not try to get an answer from a child when he is crying, sobbing convulsively. This can cause stuttering. Calm him down first. Stuttering sometimes occurs as an imitation if someone around you stutters. The child suddenly falls silent and refuses to talk (this can last from two hours to a day, after which he begins to speak again, but stuttering).

In order to help your child in time, it is important not to miss the first signs of stuttering: the use of extra sounds (a, i) before individual words; repetition of the first syllables or whole words at the beginning of a phrase; forced stops in the middle of a word or phrase; difficulties before starting speech.

If signs of stuttering occur, you should contact a psychoneurologist.