Dolyan Siranush Kamoevna

Consultation for parents on the topic:

« Parents are the speech therapist’s main assistants.”

prepared by teacher-speech therapist MBDOU d/s No. 39

Dolyan Siranush Kamoevna

As you know, all skills are acquired in the family, including the skill of correct speech. A child’s speech is formed based on the speech of his family and friends: mother, father, grandparents, older sisters and brothers.

There is a common misconception that a child gradually masters correct pronunciation on his own, without special influence or help from adults.

In reality, non-interference in the process of forming children's speech almost always entails developmental delays. Speech deficiencies, having become established in childhood, are overcome with great difficulty in subsequent years.

Your child has started working with a speech therapist, and you, of course, want to help him master correct speech as quickly as possible. There are speech therapy homework assignments for this purpose.

People around the child should speak correctly, without distorting words, clearly pronouncing each sound, take their time, and not “eat up” syllables and endings of words. If adults do not monitor their speech, then many words reach the baby’s ear distorted (“ don't run" instead of " don't run», « finally" instead of " at all" etc.)

It is especially important to pronounce words that are unfamiliar to the child and long words especially clearly. By speaking directly to your son or daughter, you encourage them to respond, and they have the opportunity to listen carefully to your speech, which is used as an example to shape their own.

Drawing the attention of a preschooler to a sound that has recently appeared in his speech helps to correctly reproduce the sound in words and sentences in a shorter time. Parents are recommended to create the most positive attitude for further speech therapy work: hold a small family holiday by giving the child a pie or cake with a sound image.

The speech therapist offers various games and play techniques to reinforce sound at home.

Every week, the speech therapist reviews a lexical topic with the children, for example, “My city.” To consolidate knowledge on this topic in everyday life, parents are recommended to:

• remember with your child the name of the city in which he lives, the street on which his house is located, the main street of the city;
• take a walk and draw the child’s attention to what the city is famous for, tell what attractions it has;
• look at illustrations, postcards and photographs depicting the city;
• cut out pictures depicting your hometown and paste them onto an album sheet.

The special role of parents in correcting speech pathology is that, using the proposed material at home, they have the opportunity to consolidate the child’s speech skills acquired in speech therapy classes in free speech communication: during games, walks, excursions, that is, in everyday life.

Irina Butusova
Speech therapist consultation for parents

“What to talk about with a child in the family?”

From childhood, a child needs to communicate with people, share his thoughts and experiences with loved ones. In a family, this need can be satisfied through conversations and conversation. The conversation between adults and a child is of particular importance, as it affects his speech and general mental development. Children with whom parents they talk a lot and thoughtfully, develop faster and speak better, have correct speech.

Topics for individual conversations are very diverse. You need to talk to children about understandable, accessible and close things. Tell your child about to myself: state your last name, first name, patronymic, your profession, where you work, what you do. Tell your child about it. Give his last name, full name, patronymic, age, date of birth (day, month, season). Tell us about yours family: what is the name of your sister, brother, grandmother, grandfather; who is older in the family, who is younger, who is related to whom. Discuss with your child what animals he saw at the zoo, their appearance, habits, and what they eat. What the child saw in the circus, in the forest. Where and how did the child relax in the summer. How to behave on the street, on the road in transport. Discuss with your child a fairy tale or book you have read. Ask him to tell you about how he spent his day in kindergarten. By talking about his daily activities, the child learns to remember and connect sentences. In the future, the child himself will ask you to listen to about his affairs.

Tips and wishes speech therapist for parents.

1. Use every free minute to talk with your child

2. Remember that the main interlocutors for a child in the family are mother, father, grandmother or grandfather.

3. Buy reproductions of art paintings, albums, pictures, look at them, discuss them.

4. Offer your child a competition “Whose story is more interesting?”, “Whose fairy tale is better?” with the participation of all family members.

5. Write down your child’s stories and fairy tales in a notebook. After two or three months, read them with your child, analyze them, write down new ones.

6. Teach your child to write stories about nature, organize trips to nature on weekends, this is a good incentive for writing stories and fairy tales.

7. Talk to your child more often and more

8. Contact your child with questions more often.

9. Systematically play word games “Who knows more words?”, “Tell me which one?”, “Come up with a word starting with the given letter (topic)»

10. Give a sample of correct speech

11. Encourage your child to remember individual lines of poems, stories, and fairy tales.

12. Be sure to explain every unclear word.

I wish you success.

Publications on the topic:

Questionnaire for parents “Satisfaction with the work of a speech therapist teacher” Dear specialists, I propose for your work the questionnaire I developed, I hope it will be useful to you. Job satisfaction questionnaire.

The world does not stand still. The nature of the relationship between educational institutions and the child’s family and intra-family relationships are changing. Family -.

Consultation for parents “Gift for Defender of the Fatherland” In moral and patriotic education, the example of adults, especially close people, is of great importance. Based on specific facts from.

Abstract: consultation for parents of the senior speech therapy group of a preschool educational institution who have an ONR conclusion. The event is aimed at improving quality.

Speech therapist consultation Formation of motivation for correctional activities in preschoolers with pronunciation disorders Motivational activity is considered as.

Consultation with a speech therapist “Speech development as one of the indicators of a child’s readiness for school” Speech is a multi-level, versatile process, consisting of various components that mutually influence each other. Violation of one of.

Consultation “Continuity in the work of a speech therapist and educators on the formation of sound pronunciation in children” Consultation - presentation on the topic: “Continuity between the speech therapist and educators in the formation of sound pronunciation in children attending.

Ekaterina Nechaeva
Journal of consultations of a speech therapist for parents of students in the senior group of compensatory orientation

for 2016–2017

Parent meetings:

“The specifics of teaching and raising children in the senior group of compensatory orientation. Family - overcoming speech defects."

“Results of work for the 1st half of the year.”

“Results of work for the year. Conducting an open session for parents.”

Parent survey.

"ICT Proficiency"

“Clarification of parents’ requests”

"Collection of anamnestic information"

“Identification of the characteristics of family education”

"Family Communication"

“Determining the degree of parents’ readiness to participate in the correctional process, stimulating their activity”

“What reasons prevent me from working with my child”

Thematic consultations for parents:

“The role of the family in overcoming speech deficiencies in children”

Goal: To expand the knowledge of parents on the problems of the general mental and speech development of the child.

“Speech of children of the older group of compensatory orientation”

Purpose: To familiarize parents with speech norms and give recommendations. Re-give parents recommendations on how to perform articulation gymnastics exercises and remind them of the importance of articulation exercises.

"What does it mean to speak correctly"

Purpose: To acquaint parents with the rules of speaking, note the importance of this work, and give recommendations. Clarify the specifics of working with a child.

“General articulation exercises. Development of breathing"

Goal: To acquaint parents with working on breathing and sound pronunciation, note the importance of this work, and give recommendations. To introduce parents to articulation gymnastics, give recommendations for performing articulation gymnastics exercises, and note the importance of articulation exercises.

"Finger gymnastics"

Purpose: Show the relationship between the development of speech and fine motor skills, give recommendations, and provide assistance in performing finger exercises.

Individual consultations (based on the results of questionnaires and requests from parents).

Continuity in the work of the family and kindergarten is carried out through individual consultations, visual information for parents at the speech therapist’s stand, brochures, mobile folders, training workshops, etc.

“Development of mental processes of a preschooler”

Purpose: To advise parents on issues that interest them. Clarify the individual characteristics of the child.

Individual consultations for parents.

To make it easier for parents to register, there is a folder in the speech therapy corner with entries in it

table: Date, Time of consultation (I write it down myself), Full name of parents wishing to receive consultation, Signature of parents who came for consultation. It is very comfortable.

Publications on the topic:

Summary of a joint lesson between a speech therapist and educator for children 6–7 years old “School of the Gnome Astronomer” MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN OF A COMBINED TYPE No. 87" Joint direct educational.

Summary of a lesson on sound automation [Ш] in the senior group of compensating orientation Topic. Automation of sound pronunciation [Ш] (work.

Outline of joint activities of a speech therapist teacher with a student from a compensatory group for children with RDA Plan - summary of the joint activities of the teacher - speech therapist D. S. Kharabarova with a pupil of the compensating group for children with RDA Vitya.

Work program of a teacher-speech therapist of a compensatory group for children with special needs development Dear colleagues, I bring to your attention the work program we have developed for a teacher-speech therapist for children with ODD. The program is calculated.

Work program of a speech therapist teacher with children from the compensatory group with OHP Dear parents, your children are attending a compensatory group. Education and training in this group lasts two years.

Recommendation from a speech therapist for parents of the “Our Country” preparatory group Lexical topic: “Our country” 1. What do we call Russia? Why? (drawing up a synonymous series) Russia - Motherland -... 2. “What are you.

Entertainment scenario for parents and children of the compensatory group “Animals of hot and cold countries” MUNICIPAL BUDGETARY PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN OF A COMBINED TYPE No. 15 “SUN” Entertainment scenario for.

• INPHONETICScharacterized by disadvantages associated with incorrect pronunciation of individual sounds.

• In areaWORD FORMATIONSIt is difficult to differentiate between the shades of meaning of a word.

Predominant inGRAMMARare errors in violation of control, mainly verbal. Children incorrectly use prepositions with nouns and replace forms of one case with forms of another. Violation of gender agreement forms for neuter nouns (“clean window”), violation of voice forms, simplification of complex conjunctions, etc. are also typical.

• Such children sometimes do not understandVALUESmanyWORDS, do not know how to make sentences, a story based on a series of pictures.

• Their appearanceCONNECTED SPEECHoften delayed up to 3 years or more.

Due to thisCONTINUOUS WORK REQUIREDto enrich the active vocabulary, the grammatical structure and the development of the child’s coherent speech.

If you are lucky and a good one comes your waySPEECH THERAPIST, he will recommend interesting speech therapy manuals for classes with your baby.

NOTE: up to three years old and with a baby, it is better for parents to do it. A child is unlikely to want to practice with someone else's aunt. And for a child with mental retardation, every day is important. There is no time to waste. You should not boast that your child at 2.5 years old can already count to 10 or has memorized a long poem by Agnia Barto. For young children this is not the main thing. The most important thing for them is to learn to navigate the immediate objective world. The baby should know that this gray animal that meows and purrs is a pussy, and this one grazing in the meadow is a cow; that you need to drink tea, eat and chew a bun, the car is moving, and the plane is flying high, etc. The child must understand that the word “table” refers not only to your three-legged table, which he likes to climb under, but also to a desk, coffee table, and kitchen table.

At an early age, it is important to expand children’s vocabulary primarily through nouns, followed by verbs and adjectives: “Who is this?” - “It’s a boy”, “What is he doing?” - “The boy is playing”; "What is this?" - “This is a stream”, “The stream is ringing, flowing, babbling.”

Next, you need to work on these models, including new words with the most frequently used prepositions: “in”, “on”, “behind”, “about”, “above”, “under”. For example, “Where is the toy?” (Answer: “Near the book”).

When you begin to see the first results of your work, help your baby master the mechanism of combining words in a sentence. The main questions with the help of which grammatical forms are fixed in the models of phrases and sentences are questions of indirect cases (for example - “What does Tanya take out of the magic chest?” - “A doll, cubes, beads.” - “What will Tanya use to transport her toys? " - "By helicopters - by helicopter; by cars - by car." - "What doesn't Tanya have?" - "Bus, boats," etc.

After about six months, you will see that the baby is already able to include various phrases in a sentence: they can be expanded due to the possible combination of words such as coordination, control and adjacency (for example, “This is a small spring stream. The spring stream flows (murmurs) cheerfully (ringingly) )".

TO In addition, it is necessary to teach children to differentiate words that are similar in sound (duck - fishing rod, barrel - kidney, butterfly - daddy), to isolate a given sound from a number of other sounds and from words, to determine the place of a sound in a word (at the beginning, in the middle, in end), come up with words starting with a given letter.

The most difficult thing for children with speech underdevelopment is the syllable structure and sound content of words. Therefore, they should be taught to pay attention to changes in the meaning of words when omitting and rearranging syllables (“horns - mountain”).

List of speech therapist consultation topics for preschool teachers.
List of speech therapist consultation topics for parents.
Consultations:

When to seek help from a pediatric speech therapist.




“Communicate positively - what does it mean” - Workshop for teachers.

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Sample topics for speech therapist consultations for preschool teachers

1. Causes and types of deviations in the speech development of preschool children
2. Techniques of pedagogical work to educate children in the skills of correct pronunciation of sounds
3. Techniques for enriching the vocabulary of preschool children
4. Techniques for developing grammatically correct speech in preschool children
5. Types of work of a teacher in developing and improving the coherent speech of preschool children
6. Organization of individual speech correction work in the process of group (subgroup) classes
7. Using correctional and developmental potential
8. Musical education of children with speech development disorders
9. Physical education of preschool children with speech disorders
10. Techniques for pedagogical correction of children’s extra-speech processes
11. The relationship between the development of speech and the development of fine differentiated movements of the fingers and hands of children.
12. Phonemic hearing is the basis of correct speech.
13. Means for developing fine motor skills in children with speech disorders.
14. Development of graphomotor skills in children of senior preschool age.
15. Is your child speaking correctly?

Sample consultation topics for parents

1. Why does a child speak incorrectly?
2. How to teach your child the skills of correct sound pronunciation
3. Enriching children's vocabulary
4. The role of parents in the formation of grammatically correct speech in preschoolers
5. Development of coherent speech of children in the family
6. We play with our fingers and develop speech.
7. Improving a child's attention and memory
8. Game school of thinking
9. Speech preparation of children for school in the family
10. Prevention of speech disorders, stimulation of speech development in a family setting

Consultations for educators

Means for developing fine motor skills in children with speech disorders.

In the majority of children of preschool and primary school age with speech impairment, special studies have revealed an insufficient level of development of not only gross motor skills, but also fine movements of the hands and fingers. A delay in the development of fine motor skills in preschoolers prevents them from mastering self-care skills, makes it difficult to manipulate various small objects, and hinders the development of certain types of play activities. All this necessitates special, targeted work on the correction and development of fine coordination movements of the hands and manual dexterity in general for this category of children.

The formation of motor functions occurs in the process of interaction of the child with the surrounding objective world, through learning in the process of his communication with adults. In addition, the child’s motor activity, which contributes to the development of fine movements of the hands and fingers (manual dexterity), has a stimulating effect on the child’s speech function and on the development of his sensory motor aspects of speech.

Verbal accompaniment by an adult of the child’s objective actions with the naming of objects, their properties, purpose and designation in space, the sequence in the nature of the actions performed contributes to the acquisition of the native language and the development of the child’s own speech.

In addition, actions with objects, in contrast to ordinary gymnastic exercises, are recognized and accepted by children due to their clarity and practical orientation as necessary for them. Children become more motivated to engage in such activities and become more meaningful when completing tasks.

To develop fine motor skills of the hands, you can use various sports equipment and some small objects: jump ropes, balls, gymnastic sticks, rings, sticks, flags, weighted bags.

Children are introduced to new exercises during physical education classes. Further formation of fine hand movements and improvement of motor skills is carried out during gymnastics, physical exercises, and walking.

A significant place in working with children to develop fine motor skills of the hands is given to exercises with small balls: different in size, material, color, texture, structure, and functional purpose. Such a variety of small balls, firstly, allows you to take into account the individual, age, and physical characteristics of the child; secondly, through muscle feeling, visual and tactile sensitivity in the process of action, the child learns to compare objects; thirdly, children become familiar with the names of specific actions, various signs and properties of objects, and later can

independently give a detailed description of different balls and the manipulations performed with them.

At the initial stage, instead of a ball, you can use a weighted bag filled with bulk material (preferably not sand). The bag is not filled too tightly; it should not be tight. The bag is more convenient than a ball to catch with one hand; when it falls on the floor, it does not roll away, the child feels it better in his hand.

You can do these exercises. Exercises in transferring an object.

1. Basic stance, bag in right hand. On the count of 1-2 - arms to the sides - inhale; 3-4 - arms down in front of you (or behind your back), transfer the bag to your left hand - exhale. The same, the bag is in the left hand.
2. Basic stance, bag in right hand. On the count of 1 - arms to the sides; 2 - raise the right bent leg, back straight; transfer the bag under the knee to your left hand; 3 - arms to the sides, lower the leg; 4 - starting position. The same, but bend and raise your left leg.
3. Sitting position, legs apart, bag in right hand at hip. On the count of 1 - arms to the sides - inhale; 2-3 - bend towards the left leg, transfer the bag to the left hand - exhale; 4 - i.p. The same, tilt to the right leg.
4. Exercises in throwing an object, throwing it and catching it (juggling with one object).
5. Stand with legs apart, bag in right hand. On the count of 1-2 - throw the bag in front of you, catch it with both hands; 3-4 - the same. The same, the bag is in the left hand.
6. Stand with legs apart, bag in right hand. On the count of 1-4 - throw the bag in front of you, clap, catch the bag with both hands. The same, the bag is in the left hand.
7. Stand with legs apart, bag in right hand. On the count of 1-4 - toss the bag and catch it with your right hand; the same with the left hand.
8. Exercises in throwing and catching objects in pairs.
9. Throwing and catching bags with both hands, children stand at a distance of 2-4 m from each other.
10. Throwing the bag to each other with one hand. Same with the other hand
11. Simultaneously throwing bags to each other with both hands and then catching them.
12. Group exercises in passing, throwing and catching an object. 1. Children sit cross-legged in a circle. Passing bags to each other to the accompaniment of music. The music stops - the transmission stops and the music resumes, the game continues.
13. 2. Children stand in a circle, the driver is in the center with a bag in his hands. Throwing the bag up, the driver calls the name of one of the players, who must catch the bag. The one who catches it becomes the driver.

The skills developed in exercises with weighted bags are then transferred to similar exercises with other objects: cloth and then rubber balls, rings, etc. A cloth ball (the size of a tennis ball) is made from any rag, tightly rolled up and a ball that then covered with fabric. The rings are made with a diameter of 20-25 cm and a thickness of 0.5-1 cm. They can be wooden or plastic. You can even make them from plywood or thick cardboard, wrapping them with some kind of tape material.

The use of exercises with various small objects allows a child with speech pathology to achieve noticeable results in the development of the motor sphere and stimulates his speech function.

When to seek help from a pediatric speech therapist

The problem of contacting a specialist such as a children's speech therapist faces every mother with a child 2-6 years old - during the period of active development of his speech. The situation is complicated by the fact that a speech therapist in the kindergarten where the child goes is not always available, and age-related speech problems occur in almost every child and require consultation with a specialist, if only to reassure the mother.

Many parents are looking for special centers where a children's speech therapist could work with their child, and some go so far as to place a healthy child in a corrective speech therapy kindergarten, without thinking about the possible harm to him in a group with speech development disorders. Moreover, parents’ anxiety may not calm down, even if a speech therapist is present in the kindergarten, but, as it seems to moms and dads, provides little attention to their child.

When is it really worth turning to it and how can it be useful to a child without obvious violations?

In fact, a speech therapist in kindergarten should, at a minimum, observe each child, but, naturally, the greatest attention is paid to children with a predisposition to speech defects (for example, with some diseases), as well as those who already have some kind of deviations, although with kids with serious disabilities, as a rule, a children's speech therapist and defectologist work in special groups.

What to pay attention to in your child:

if at 3-3.5 years

the child pronounces only individual words and does not construct phrases or sentences at all;

his speech completely lacks conjunctions and pronouns;

he doesn’t repeat your words,

or you do not understand his speech at all (in this case, distorted pronunciation of hissing and voiced consonants (r, l) sounds is the norm);

if at 4 years old

the child has a very poor vocabulary (normally about 2000 words),

cannot remember quatrains, does not tell his own stories at all (at the same time, the lack of coherent speech, errors in sentences, and still problems with “complex” sounds are the norm);

if at 5-6 years old

There are still problems with sound pronunciation, incl. with sonorant consonants (sounds “r” and “l”);

the child is not able to describe in his own words the plot in the picture,

makes gross mistakes when constructing sentences (in this case, mistakes are made in complex sentences, slight inconsistency in the narration).

All this may be a reason to get advice from a specialist such as a speech therapist in a kindergarten or a children's speech therapist in a clinic.

A children's speech therapist will help:

correct pronunciation. In particular, a pediatric speech therapist will correct problems with the so-called “vibrants” - hard and soft “r” - one of the most common speech disorders that persists into adulthood. In addition, a speech therapist in kindergarten will see and prevent other disorders, for example, battarism (unclear pronunciation, “swallowing” of words), stuttering and others;

prepare the child for school, in particular, to master literacy and reading. A speech therapist in a kindergarten must not only monitor the child’s general speech preparation, but also prevent, if necessary, disorders such as dyslexia (inability to read) or dysgraphia (writing), referring the child to a specialist in a timely manner;

Conduct classes aimed at general speech development, both group and individual. In particular, a speech therapist in a kindergarten can conduct similar classes with younger groups by agreement with the head and parents. They are aimed at expanding vocabulary, developing literate speech, etc. Also, similar classes are conducted by a children's speech therapist in a clinic or special center, and it would be a good idea to attend them in any case.

Development of graphomotor skills in children of senior preschool age.

Those who work with preschoolers know what difficulties these children experience when they have to perform actions that require precision, precision and synchronization of movements: taking something, inserting, tying, folding, sculpting, cutting, sticking, drawing, etc. d. Poorly developed motor functions of the hands and the lack of formalized technique of movements, coordinated actions of the eye and hand cause enormous difficulties for the child, which sometimes force him to retreat from any task associated with performing the above-mentioned actions.

The work does not provide targeted training in drawing and writing. THE MAIN TASK IS THE DEVELOPMENT OF MOTOR AND COGNITIVE ABILITIES. It is realized through the development of:

Motor cortex:

formation and improvement of fine motor skills of the fingers, motor skills and abilities in manipulating various objects (hard and soft, elastic, smooth and rough);

ability to correctly hold a pencil, pen, felt-tip pen; learn to master them using self-massage, games and exercises (circling, painting objects, drawing on pre-prepared sheets);

formation of visual-motor coordination.

Speech area of ​​the cerebral cortex:

formation of the child’s active speech, replenishment of the vocabulary with new concepts.

Thinking, memory, attention, concentration, visual and auditory perception.

Coordination of large movements and the ability to control one’s body, improving motor skills.

Spatial orientation on a sheet of paper and in the surrounding space.

Formation of skills in educational activities:

the ability to listen, understand and follow the teacher’s verbal instructions;

the ability to act by repeating the shown pattern and rule, as well as familiarization with writing numbers.

The implementation of these tasks, taking into account the age characteristics of children, contributes to their intellectual development.

Senior preschool age is associated with the further development and restructuring of the child’s mental activity. Motor experience expands. Large muscles of the trunk and limbs develop, but parts of the hands and feet remain weak and cartilaginous (ossification continues in the preschool, school and teenage periods). The musculoskeletal tissue of the hands that is not fully formed and developed does not allow a child of this age to easily and freely perform small and precise movements.

But it's not just about the muscular system. Coordinated hand movements require differentiated brain function. The complex system of controlling fractional movements is carried out by clearly differentiated and interconnected processes of nervous excitation and inhibition. Some cells of the cerebral cortex, and, in particular, the motor analyzer, become excited, while others, adjacent and close, are inhibited. This dynamic mosaic of brain activity requires not only the analytical maturity of the cerebral cortex, but also its developed dynamic functions. Even by the end of preschool age, the child’s brain has not yet reached this level of development. Therefore, ACTIVITIES THAT INVOLVE SMALL MUSCLE GROUPS ARE TIRED, AND IT IS VERY IMPORTANT TO PROVIDE FOR THEIR CHANGE, to limit the duration and load.

Exercise games take these features into account, give children the opportunity not to experience fatigue and do not reduce interest in activities in general. These classes are useful for developing fine and precise hand movements, because... from the muscles involved - flexor and extensor - impulses are constantly sent to the brain, stimulating the central nervous system and promoting its development.

The motor cortex contains the largest concentration of cells that control the hand, fingers (especially the thumb and index finger), and the organs of speech: tongue, lips, and larynx. This area of ​​the cerebral cortex is located next to the speech area. Such close proximity of the motor projection of the hand and the speech zone makes it possible to have a great influence on the development of the child’s active speech through training of fine movements of the fingers.

The more connections between brain cells are involved, the more intense the process of mental development. When a child is small, the formation of such connections is faster and easier. And repetition of games-exercises with some complications in movements and actions with objects helps the formation of these connections. We carry out such repetitions in our classes for both the right and left hands, equally developing subtle movements of the fingers of both hands.

Let us remember what I.P. said. Pavlov: “...the development of the functions of both hands and the associated formation of speech “centers” in both hemispheres gives a person advantages in intellectual development, since speech is closely related to thinking.” By developing the functions of both hands, we increase the level of organization of functions and their distribution between the hemispheres of the brain, left and right.

The left hemisphere is responsible for formal-logical (conceptual) thinking and speech, which have reached their maximum development.

The right hemisphere, freed from this task, was able to completely switch to the development of artistic thinking, characteristic only of man, to reflecting the world in art forms.

For the formation of a Humane Man, these abilities are no less important than the ability to communicate verbally. Creative development requires additional brain activation, which liberates imaginative thinking.

This “interhemispheric specialization” is not an innate phenomenon, but a developed one. Everything depends on the specific direction of development of an individual’s abilities in the process of education from early childhood.

So, by repeating games-exercises, we improve and bring to automatism the ability to solve certain motor problems, i.e. We develop a motor skill, as well as an individual style of movements as such, which is very important both in gaming and in educational activities.

But you need to accustom children to such activities with simple and easy exercises. They are difficult for those children who have poorly developed motor skills. The basis of these exercises is the development of such skills. It is difficult for the child to see and perceive the sample. He does not distinguish the details of an object and cannot separate parts from the whole. This is due to a defect in perception or poor vision. Therefore, it is very important to describe the sample in detail, analyze its image and details, and only then start working. And vice versa, the child sees the model in all details, but due to undeveloped small hand movements, he cannot reproduce it. It is also difficult for him to work because he sees a finished image, but has not seen the one that was made. It is easier for the child to act with objects, cut out, paste, draw, write, etc. according to an adult's demonstration. But even in this case, detailed explanations are required.

Working with children, we adults encounter surprising contradictions. The child seems to master space very early, correctly oriented in a familiar room, in a picture, drawing, etc. He distinguishes one geometric shape from another, near from far, understands the expressions “forward”, “opposite”, “between” and others, and correctly performs given actions. AT THE SAME TIME, THESE SIGNS AND SPATIAL CONNECTIONS ARE NOT SEPARATED AND HAVE NOT yet BECOME A SUBJECT OF COGNITION IN THE CHILD. Knowing well the school’s requirements for the future practical activities of children, from the first lessons we pay great attention to the development and improvement of spatial and temporal concepts, orientation on a sheet of paper - “right, left, above, below”, etc.

Thus, teachers strive to:

improve and consolidate sensory knowledge about the characteristics of objects and their relationships;

connect these signs with the corresponding words, which ensures the transition of children from sensory cognition to generalizations and abstract concepts;

use the child’s own practical actions more widely and variedly.

By mastering the concepts of space, children also become familiar with the categories of time - what needs to be done first and what needs to be done later. Everyday time: morning, evening, tomorrow, recently, then; prepositions: before, after, before, for - all this is particularly difficult for preschool children to master. Poor orientation (especially its absence) in time and space subsequently causes difficulties in mastering many academic subjects: reading, writing, manual labor, grammar, mathematics, physical education.

It takes a long time to develop and improve the activity of both hemispheres of the brain, but this is precisely what is associated with the difficulties of spatio-temporal orientation. The difficulties are aggravated by the abundance of concepts and terms of spatial relations introduced by the teacher, which are not sufficiently supported by the practice and life experience of the child.

So that the child does not experience difficulties in further practical and educational activities, feelings of inferiority and affective reactions (anxiety, aggressiveness, refusal to complete tasks), we try to prevent the formation of the mechanism of such difficulties. This is helped by kindness, attention, sensitivity on the part of adults, and a positive assessment of the child’s efforts. At the end of each lesson of the first section, children draw on the free space of the handout sheet. In this way, a change in the child’s activity is observed, interest in activities is maintained, spatial reference points, signs and relationships, and the significance of the spatial position of objects are consolidated. With great pleasure, children draw using color and express their feelings, thoughts, experiences from what they saw and heard. They have the opportunity to express their attitude to what they already know and what they have learned new, to express their emotional attitude towards this. Drawing at the end of class relieves stress and gives you the opportunity to relax.

Children’s drawings on a free topic help to gain a deeper knowledge and understanding of the child’s spiritual world, its content, and support the desire to understand the world around us and have the correct orientation in it.

It is no coincidence that at the very first lessons the teacher suggests that the children put colored rubber bands on their right hands as a guide.

Let us turn to the age-related characteristics of children's memory; senior preschool age. Memory is not only capable of; reproduce received impressions, but also for a long time; keep. In this case, the tactile sensations of the rubber band touching the hand contribute to memorization, reinforcing the concept of “right hand”, “right side”. In the future, all exercise games and their repetitions are aimed at; development of not only tactile, but also other types of memory: verbal, figurative, motor, emotional; to preserve what is perceived. But this, first of all, depends on how interesting and understandable the children are in what they learn and memorize. What is interesting is emotionally charged

feelings, is easier to remember, is stored longer in the child’s memory and is reproduced more fully by him.

Children at this age have involuntary attention (voluntary, internal attention has not yet been developed). This means that the child directs him to where there is something bright, new, unusual. That's why we use a lot of equipment in our classes. Brightness, novelty, and unusualness make it possible to maintain undiminished interest among the children until the end of classes. This creates concentration and strong-willed attention.

During games, exercises and training, children begin to involuntarily direct their attention to the muscles involved in the movements. They distinguish and compare muscle sensations, determine their nature: “tension - relaxation”, “heaviness - lightness”; nature of movements: “strength - weakness”, tempo and rhythm.

The perception of rhythm as a special subject of cognition becomes accessible to children of this age. With greater confidence, they not only notice exactly where the rhythm has changed, but also accurately reproduce it with their movements, showing different distances between them on the objects laid out, and reproduce the perceived rhythm with hand movements, walking, running with a stop, and other means. The sense of rhythm is revealed in auditory and visual perception, in the ability to see an ornament, which is very important in a child’s own activities: musical, visual, appliqué, constructive, and also, a little later, in writing. Writing is a motor act, where the tonic background of the writing hand, the vibration of the muscles of the forearm, wrist, fingers are very rhythmic and monotonous, while implementing the roundness of the movement, its rhythmic pattern. The development of voluntary motor skills, auditory-motor coordination and a sense of rhythm can eliminate possible problems of reading and writing disorders.

Improving the ability to control your movements, both small and large, and perform them in a variety of ways, i.e. differentiated, precise, smooth, beautiful, or fast, deft and technically correct, has its continuation in the second part of the program.

The development of large movements and physical exercise also shape perception, attention, thinking, spatial and temporal concepts.

The goals and objectives of each lesson in the first and second parts are exactly the same. The teacher’s work with children smoothly transitions and continues in the gym with the appropriate equipment. The use of musical accompaniment enhances the emotional coloring of classes and increases interest in them.

Rhythm, plasticity, the ability to move the whole body, a new figurative and rhythmic connection between movements and music from popular children's songs and cartoons delight children, develop auditory perception and a sense of rhythm. Vivid and interesting scenarios for sports events develop adequate images, fantasies, joyful emotions, and make movements more expressive, accurate and correct.

The child’s sense of his own body complements the development of spatial imagination and is the basis for thinking.

So, by forming and improving fine motor skills of the fingers and large body movements, we complicate the structure of the brain, develop the psyche and intelligence of the child.

And like any work, this work comes to its logical conclusion at the first stage and at the same time continues at the second. The results of the work allow us to begin solving no less complex problems in teaching children to write numbers.

The writing process actively involves the eye, hand, auditory, visual, and speech motor components.

Writing can be considered as a motor act, in which its motor composition and semantic structure are distinguished. The motor composition of writing is very complex and differs in its originality at each stage of mastering this skill. Professor N.A. Bernstein in his work “On the Construction of Movements” notes that every child at the first stage of learning writes large, because The formation of visual-motor and spatial coordination has not yet been completed. In addition, the larger the letter, the smaller the difference between the movements of the tip of the pen and the movements of the hand itself. That is, the larger the letter, the easier and more accessible the recoding of these movements. As this recoding is mastered, the child transfers first visual, then sensitive proprioceptive corrections to the tip of the pen and provides the movement of the pen tip with any desired trajectory. Due to this, the size of the written numbers is constantly decreasing. The same phenomenon occurs when operating with any instrument: a needle, a knife, etc. And the gradual filling of motor memory with streamlined elements of motor programs creates the prerequisites for the automation of a skill, which, improving through the training process, becomes standardized and stable. Therefore, targeted pedagogical techniques are also important in teaching writing.

The first lesson of the first section will clearly show the teacher this age-related feature of preschool children. This is exactly the kind of work that a child’s hands do when drawing “grains and worms.” These drawings, as a test task, determine which of the children has a poorly developed hand, who does not know how to hold a pencil correctly, who and how they orient themselves on a sheet of paper, who and how they draw.

Most often, children draw large and sweepingly. Psychologists call this type of drawing “handwriting.” The teacher will need a lot of effort to ensure that the formation of hand-eye coordination occurs correctly. That is why there is so much preliminary work in the first section of this manual. After all, many children, especially those at home, don’t even know how to draw a dot correctly. That is why large drawings in worksheets, large numbers in large cells, are suggested first. We very carefully introduce the concept of a new working field - a cell. At this stage the work is difficult. It requires composure, concentration, and organization. Through the ability to perform large movements with a pencil (pen, felt-tip pen) from lesson to lesson, the necessary stability of the motor act of writing is achieved. This process works to ensure an even arrangement of numbers. Only then are small writing and small cells introduced.

This gradualness correctly forms motor skills, visual coordination, and later serves as a good basis for the formation of cursive writing.

Techniques and methods used in the classroom: play (as the main technique in preschool age), visual, practical, verbal methods; observation, interview, testing, analysis of performance results; taking into account the real and promising individual capabilities of each child, an emotionally positive attitude - allow teachers to prevent neurological disorders and affective shocks in the child’s body.

To conduct classes successfully, it is necessary to create favorable conditions, which include the following:

an emotionally positive environment that creates conditions of comfort and well-being for the child;

number of children (group 12 – 15 people). If the work takes place in a school class where the number of children is 20 or more, then the class is divided into two subgroups. Once a week, individual lessons are offered for children whose level of preparation requires more in-depth lessons on individual topics;

pedagogical support, which implies not only assistance in teaching and upbringing, but also identifying the individual capabilities of each child, which is the main task.

The mechanism for assessing the results obtained is primarily the emotional-positive state of the child in the classroom. The teacher must feel and see what exactly is happening with the child, how and how much he is “involved” in the atmosphere of cooperation, what is the degree of his “output”.

Children's work is assessed throughout the entire training period. When evaluating their work, the teacher takes into account the individual characteristics of each child. The main indicator of the results obtained is the sum of the necessary knowledge, skills and abilities that the child must master in a certain time.

Evaluation criteria may include children’s creative work, participation in ongoing exhibitions, games during classes that allow children to evaluate their own achievements, as well as test tasks at the beginning and end of the school year, which determine the child’s level of development.

Thus, the tasks of the first three lessons can be tests to determine:

• development of fine motor skills of the hands;
• ability to hold a pencil correctly;
• spatial orientation of the child on a sheet of paper and using the example of his own body;
• hand-eye coordination;
• drawing techniques.

Is your child speaking correctly?

Sometimes mentally and mentally normally developing children experience difficulties in mastering speech. Most often this happens in cases where the child is sick a lot, and for some reason is often absent from kindergarten.

It's no secret that the joint activities of parents and specialists give the most effective results in correctional work with children.

However, very often we can state the fact that parents do not pay due attention to working to overcome any speech defect in their child. In my opinion, this is due to two reasons:

parents do not hear their children’s speech deficiencies;

adults do not attach serious importance to speech disorders, believing that with age everything will go away on its own.

But the time favorable for correctional work passes, but speech defects remain. A child leaves kindergarten from school, and these shortcomings bring him a lot of grief. Peers notice distorted sounds or incorrectly pronounced words, make fun of a classmate, and adults constantly make comments. “Unusual” errors may appear in your notebooks. The child begins to feel shy about communicating with peers and adults, refuses to participate in celebrations where they have to read poetry or tell something, feels insecure when answering in classes and lessons, and worries about unsatisfactory grades in the Russian language.

In this situation, critical comments and demands to speak correctly, urgently made by adults, do not give the desired result. The child needs skillful and timely help. At the same time, it is obvious that it is the help of parents that is obligatory and extremely valuable. Because, firstly, parental opinion is the most authoritative for the child and, secondly, only parents have the opportunity to daily consolidate the skills they are developing in the process of live, direct communication with their baby.

Throughout the year, the kindergarten holds an “Open Day” for parents. They attend all scheduled Moments and classes, including speech therapy. At the end of the school year, we invite adults to a final lesson-celebration, where children demonstrate the knowledge, skills and abilities acquired during this time.

With older preschoolers, in addition to classes on the formation of lexical and grammatical categories, I also conduct literacy classes.

Thus, thanks to the close cooperation of teachers, parents and children, we manage to achieve the most important thing - good results in the development of our students.

Phonemic hearing is the basis of correct speech.

The ability to focus on sound is a very important human characteristic. Without it, you cannot learn to listen and understand speech. It is also important to distinguish, analyze and differentiate phonemes by ear (the sounds that make up our speech). This skill is called phonemic awareness.

A small child does not know how to control his hearing, not

can compare sounds. But he can be taught this. It is especially necessary to develop phonemic hearing for children with speech problems. Sometimes the baby simply does not notice that he is pronouncing sounds incorrectly. The purpose of the game exercises is to teach him to listen and hear. You will soon notice that the child has begun to hear himself, his speech, that he is trying to find the correct articulation of sound and correct defective pronunciation.

Games for developing auditory attention.

WHAT KIND OF CAR?

Guess what kind of car drove down the street: a car, a bus or a truck? Which way?

HEAR THE WHISPER

Take 5 steps away from me. I will give commands in a whisper, and you follow them. Step back 10, 15, 20 steps. Can you hear me?

Games for the development of phonemic hearing.

ZOO

Look at the toys. Guess the word based on the first sounds of the names of the toys: mouse, donkey, lion (moth); dog, hoop, goat (juice); cat, hoop, dog, tiger (bone).

CHAIN

What do the words “poppy” and “cat” have in common? Sound [K]. The word poppy ends with this sound, and the word cat begins. What sound does the word cat end with? Think of a word that starts with this sound. Continue the game.

“Communicate positively – what does it mean.”

Workshop for teachers

Target: Development of a teacher’s communicative competence in communicating with parents, children and colleagues.

Tasks:

Teachers’ awareness of their own achievements and problems in communication;

Developing the teacher’s ability to adequately, non-judgmentally, perceive the students’ parents from the position of a partner.

Today we will conduct a lesson on mastering the practical elements of pedagogical competence in a situation of communication with parents, games and exercises with elements of reflection.

First, let's hold hands and bow and say "Good day, hello!",Wishing each other health first and foremost. The ancients argued that during a bow, part of the energy seems to flow from a person’s head, i.e., when we bow, we exchange energy of our own free will.

Warm-up

I suggest the following circle game to set the mood for positive communication.

1. “You still don’t know that I…” and continue the phrase with any statement about yourself.

(I learned to skate, or I like to travel...), etc.

Main part

Today we have gathered to understand what we ourselves are like, what language we speak with the people around us and the world. We will make an attempt to test our souls for kindness, joy, understanding and caring.

3. Let's make a written portrait.

1 subgroup “The most pleasant parent to communicate with” (describe qualities)

Subgroup 2 “The most difficult parent to communicate”

4. Exercise “Calm, just calm...”

We have to always be in creative search. And I suggest you now show your imagination, imagination. Leaflets are distributed with the beginning of the poem. You must continue in a positive way, meaning (small group work)

Everyone loves obedient, friendly children.

Nobody likes capricious, stubborn people...

Bad mood in the morning

I can’t put makeup on my eyes...

Parents often get angry and defensive,

They lose their emotional connection with the child...

Genetics can be blamed for everything

You shouldn’t even blame the mirror...

To show importance to others,

There’s no need to puff out your cheeks at all...

Read poems to your colleagues.

5. Test “The most important thing is the weather in a preschool educational institution”

Accept the test results without offense and think about it...

You go into a store and buy buns with jam. But when you come home and eat, you discover that one essential ingredient is missing - the jam inside. What is your reaction to this minor setback?

Take the defective buns back to the store and ask for others in return.

Tell yourself: “It happens” - and eat an empty donut. Or eat something else.

You eat something else.

Spread the bun with jam or butter to make it tastier.

If you chose the first option, it means this is a person who does not give in to panic, who knows that his advice is most often listened to. Such an employee evaluates himself as a reasonable, organized person. As a rule, people who choose the first answer are not eager to become leaders, but if they are chosen for a command position, they try to justify the trust. Sometimes such an employee treats his colleagues with some superiority - he will not allow himself to be taken by surprise.

If someone chooses second option, this is a soft, tolerant and flexible person. It is easy to establish relationships with him and colleagues can find comfort and support from him. Such an employee does not like noise and fuss, he is ready to give up the main role and provide support to the leader. Always turns out to be in the right place at the right time. Sometimes he seems indecisive, but is able to defend beliefs in which he is confident.

Choice of third option indicates the ability of this employee to quickly make decisions and act quickly (although not always correctly).

Ready to take on the main role in any matter, authoritarian. In relationships with colleagues, he can be persistent and harsh, demanding clarity and responsibility. When entrusting such an employee with preparing and conducting serious events, you need to ensure that there are no conflicts.

Choice of the fourth answer option indicates the employee’s ability to think outside the box, innovative ideas, and some eccentricity. Such an employee treats his colleagues as playing partners and may be offended if they do not play by his rules. I am always ready to offer several original ideas to solve a particular problem.

Knowing about the characteristics of employees, you can wisely use their strengths and prevent weaknesses from appearing.

Final part

Reflective-evaluative game “Find the pros and cons.”

From the phrase you read, you need to find positive and negative points for yourself as a teacher.

(leaflets with phrases are handed out)

Colleagues spoke unflatteringly about you...

The parents of the group perceive you as an inexperienced teacher...

You got up late today and didn’t have time to put on your makeup and drink coffee...

The kindergarten administration invited another teacher to participate in the regional competition... etc.

Standards for speech development of a child from 0 to 7 years.

1. Causes and types of speech disorders in children and adults. Why and when to contact a speech therapist. System of free speech therapy assistance in Moscow.
2. Primary prevention of speech disorders: “intrauterine speech development” of the child, prenatal speech education.
3. Secondary prevention of speech disorders: stimulation of early speech development (screaming, humming, babbling).
4. Prevention of writing disorders.
5. Prevention of stuttering in children. Actions of parents in case of acute onset of stuttering.
6. Prevention of speech delays. Techniques for eliciting children's first words and phrases.
7. Advice from a speech therapist: choosing toys, fiction, cartoons, etc. to stimulate the child’s speech development.
8. The importance of sensory education in speech development. Methodology M. Montessori.
9. Myths and facts about the influence of fine motor skills of the fingers on speech.
10. Organization of a daily routine to prevent and correct speech disorders.
11. The influence of computer technology on speech development.
12. Modern methods of health improvement as a prevention of speech disorders.
13. The use of art therapy as a method of prevention and correction of speech disorders.