Logopedic development of speech of a preschooler from 6 years old
This childhood age is characterized by a serious breakthrough in the development of coherent speech of the baby. Children communicate more actively, improve dialogue and monologue, and easily retell the plot of a favorite fairy tale or a conversation between loved ones.
Session with a speech therapist
The child participates in the speech process, develops answers to a particular question. The preschooler moves from using only descriptions in language, he reasons and analyzes more, monitors the culture of speech, and fully uses skills during daily communication.
Possible problems and developmental disorders
If a child who is about to enroll in school has problems with normal speech development, he should correct his speech, contact a professional speech therapist, and immediately start doing speech therapy exercises for children. You should sound the alarm if your child has the following difficulties:
- Speaks incomprehensibly, does not coordinate parts of speech, the doctor determines by ear the incorrect use of words and prepositions.
- Has a poor vocabulary.
- Expresses thoughts in very short sentences.
- Can't pronounce many sounds.
- He distorts words.
Note! Speech therapy does not forgive mistakes. The sooner you start corrective classes, the less time and effort you will need to spend on correcting shortcomings.
Lesson with a six year old child
Important! Since many speech problems are based on diseases of the central nervous system, in case of serious deviations it is important to be examined by a neurologist, as well as undergo the recommended therapy in combination with classes with a speech therapist and lessons at home with parents.
Individual correctional classes for preschoolers
For various reasons, the process of developing full pronunciation slows down for many children. Pronunciation defects will not be eliminated on their own; to eliminate them, you need systematic exercises with a specialist, as well as joint individual lessons at home.
A well-designed training system will definitely help. Individual speech therapy classes are conducted only after consultation and examination.
Speech therapy in the form of a game
General tips for practicing at home
After a detailed diagnosis of the speech of a preschool educational institution student, it is necessary to carry out correction and begin to engage in speech therapy tasks for children. Class time should not be more than 20 minutes. According to the theory of speech therapy, if you study more than you should, the material will not be fully absorbed.
In addition, speech therapists advise practicing while playing, since play is the main activity in the preschool period.
Note! Any speech therapy classes for correcting the pronunciation of sounds are built in the form of a game.
How to build a lesson
The child will learn the material better and will not get tired at all if the tasks are in the form of a game. In addition, when working with a kindergarten student at home, it is important to structure the process correctly:
- You need to start the exercises with 3 minutes, carefully increasing the exercise time to 20 minutes.
- Organize lessons correctly so that the child has a sincere desire to study.
- It is forbidden to force you to exercise - there will be no positive results from such exercises.
- You need to exercise often, but not for long.
- Do not criticize the child for failures (an important condition), do not shout, and treat with understanding.
Speech therapy session on the topic “Professions” for different ages
We need to analyze any situation, find the reason why it doesn’t work out, and try to solve it together. There are many types of speech therapy exercises. For example, the online editorial office of Shakhovskaya and Volkova offers activities and games.
Sound [s]
Preparatory stage
Lesson 1
Breathing exercises
"Harmonic". I. p. - stand straight, lower your arms. Place your palms on your tummy and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation force. Developing the correct direction of the air stream along the midline of the tongue
"Cold wind". Having drawn air into your lungs, blow forcefully through your lips extended forward with a tube. Bring the back of your hand to your mouth. You should feel a sharp, beating cold stream.
Exercises for lips and facial muscles
Game exercises
"Smile". “We are glad to meet a friend.” Stretch your lips in a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat 3-4 times.
"Cranky monkeys." Movements with closed lips to the right and left. (If you have difficulty, help with your index fingers.)
Exercises to flatten and strengthen the lateral edges of the tongue
"Track". Place your wide, spread tongue on your lower lip and hold it in this position for a count of 5.
“The tongue is looking for a crack in the fence.” Extending the spread tongue between the teeth and biting it. (Teeth marks should remain on the tongue.)
“The tongue is sleeping on the crib.” Descent of the back of the tongue. Press the tip of the tongue against the lower incisors and lower the back.
Note. In case of difficulty, ask the children to cough and yawn, while the soft palate involuntarily rises and the root of the tongue falls. You can interest children by offering to meet or say hello to the little tongue.
Development of phonemic awareness
Isolation of the sound [s] against the background of syllables and words among sounds that are distant in acoustic and articulatory characteristics.
Game "Catch the Sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy , ba.
If a child identifies a sound from a sound or syllabic series, the words
poppy, cheese, souk, shelf, son, bun, lamp, catfish are given.
Development of the voice and switchability of the organs of the articulatory apparatus
Pronunciation of vowel sounds with changes in the strength and pitch of the voice.
“Let’s sing a lullaby to the doll”: a-a-a-a-a-a-a-a-a.
“Toothache”: o-o-o
"Steamboat whistle": ooh-ooh.
Lesson 2
Breathing exercises
Development of exhalation force
Blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).
Developing the correct direction of the air stream along the midline of the tongue
Blow a paper snowflake off your palm. Whose snowflake will fly farther?
Exercises for lips and facial muscles
"We are having fun". "Smile". The lips are in a smile, the teeth are brought together to 2 mm.
"Sponges are swinging on a swing." Teeth and lips are clenched. Alternately lift the corners of your mouth with the help of your fingers.
“Sleep, little peephole, sleep, other one. The right eye sleeps - wakes up. The left eye sleeps and wakes up.” Alternately opening and closing the eyes.
Tongue exercises
"The tongue is tanning." Place your tongue on the bottom of your mouth. “The tongue dived to the bottom of the river.” "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.
“The tongue fits through the crack of the door.” Biting the tongue with teeth from tip to middle and vice versa.
"Monkey Teasing" Place your wide tongue on your lower lip and pronounce the syllables five-five-five-five-five.
Development of the voice and switchability of the organs of the articulatory apparatus
"Conversation between the dogs Barbosa and Pushka." Pronouncing syllable combinations pa-ba, py-by, po-bo, pu-bu
whisper, quietly and loudly.
Development of phonemic awareness
Isolating the sound [s] among sounds that are similar in acoustic and articulatory characteristics. Sounds: [s], [z], [s], [sh], [ts], [s]. Syllables: sa, for, so, sha, tso, su, zy, sy.
The words
dog, bunny, sun, fur coat, boots, garden
, etc. The child raises his hand or claps his hands if he hears the sound [s].
Lesson 3
Breathing exercises Developing exhalation power
"Put out the candle." Developing an intense intermittent exhalation while pronouncing fuuuuu.
Developing the correct direction of the air stream along the midline of the tongue
"The storm is howling." Bring a bottle with a narrow neck to your lower lip and blow. If noise appears at the same time, it means that the air stream is directed correctly.
Exercises for lips and facial muscles
“The monkey is smiling, and the baby elephant is ready to drink some water.”
Lips in a smile (hold for a count of 5-6). Alternating positions - lips in a smile and “tube”.
“My teeth hurt on the right side. The teeth on the left side hurt.” Alternately raising the corners of the mouth while simultaneously closing the corresponding eye.
Tongue exercises
"Raindrops are pattering on the roof." Bite your wide tongue with your teeth and pronounce the syllables ta-ta-ta-ta-ta-ta.
"Shovel". Place a wide tongue on the lower lip so that the side edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, suggest squeezing your lips tightly, then stretch them into a smile and push your tongue between them.
Exercises to develop the ability to form a bow with the lateral edges of the tongue with the upper molars
“The baby learns to pronounce the sound [i].” Place the tip of your tongue behind your lower teeth and pronounce the sound [i]. Make sure that the dimple in the tongue is exactly in the middle.
"Donkey's Song" Pronouncing the sound combination ia.
"Boat". Stick your tongue out of your mouth and fold it into a boat (“groove”). If the exercise does not work, you can place a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect different mushrooms in a basket - russula, moss mushroom, etc. Sucking the tongue to the roof of the mouth. (Recommended for use when correcting lateral sigmatism.)
Development of switchability of the organs of the articulatory apparatus and coordinated work of the lips and tongue
Pronouncing the vowels i-yu, yu-ya, i-e, e-ya; i-i-e; and-i-e-yu.
Development of phonemic awareness
Isolating the sound [s] from words. Find toys whose names contain the sound [s], from a number of others ( owl, fox, bear, dog, baby elephant, car, giraffe, donkey
)
.
Determining the position of the sound [s] in the words owl, baby elephant, forest, nose.
Lesson 4
Breathing exercises
Development of exhalation force
Developing the correct direction of the air stream along the center line
“The sled went down the hill.” Smile, lower the tip of your tongue behind your lower teeth, and raise your back up. Exhale.
Developing a long, strong exhalation while pronouncing the sound combinations iffffff, iffffff for a long time.
Lip exercises
Lips in a smile (count to 10).
"The boat rocks on the waves." Alternately lifting the corners of the mouth up (with and without the help of hands).
Tongue exercises
“The tongue is sick and lies in bed.” Open your mouth wide and cough (the tongue involuntarily drops to the bottom of the mouth). Place the tongue in a “path” on the bottom of the mouth so that a small tongue appears. (Hold in this position for as long as possible.)
"Teasers." Place your wide tongue on your lower lip and say: bya-bya-bya-bya-bya, five-five-five-five-five-five
(with a change in intonation).
The tongue is “grooved” inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When you blow into a bubble, a round gap involuntarily appears in your tongue.
"Funny Clowns" Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronouncing the sound combination i-hee-hee.
Development of switchability of the organs of the articulatory apparatus
“The tongue swings on a swing.” Pronouncing the syllables ya-la, ya-la, ya-la,
gradually increasing their number in one exhalation.
Development of phonemic awareness
Distinguishing words that sound similar: bear
-
bowl, helmet
-
porridge, cheese
-
ball, salt
-
play naughty
(based on pictures).
Finding pictures with the sound [s] in their names on the topics “Vegetables” and “Fruits”.
Lesson 5
Development of exhalation force
Developing the correct direction of the air stream along the midline of the tongue. "The wind shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.
Lip exercises
“The hippopotamus has his mouth open, the hippopotamus is asking for rolls.” Smile. On the count of “one,” clench your lips tightly, and on the count of “two,” open your mouth wide.
Tongue exercises
Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronounce i, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the side edges of the tongue until you have a depression in the middle of the tongue.
"Cheerful children." The starting position is the same. Pronounce the sound combinations ihi-hi, ihi-hi, ihi-hi.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"Alien Conversation" Pronouncing the syllables ti-ti-ti, cha-cha-cha, te-te-te
(with a change in stress and intonation).
Development of phonemic awareness and simple types of phonemic analysis
— Is there a sound [s] in the words cabbage, beets, radishes, beans, lettuce, garlic?
?
- Find vegetables whose names contain the sound [s]. Where is the sound [s] heard in the word salad
?
In the word garlic
?
In the word cabbage
?
Development of logical thinking
Game "Fifth Odd". Cabbage, beets, potatoes, radishes, apricots.
Set aside the extra picture.
Lesson 6
Development of exhalation force
Developing the correct direction of the air stream along the midline of the tongue
Smile. Lower the tip of your tongue behind your lower teeth, raise your back in a “mound”, and exhale.
Lip exercises
Raising and lowering of the upper lip exposing the upper teeth.
Alternate raising and lowering of the corners of the mouth.
Tongue exercises
Keep your tongue motionless with the “groove” on the outside of the mouth, and then open your lips widely, then touch the “groove” with them.
Game “I am not me.” The speech therapist pronounces phrases, and the children answer: “And I” or “Not me.” For example, a speech therapist says: “I love chocolate.” And the children answer: “And I, and I, and I.” “I love to chew a cup.” Children: “Not me, not me, not me.”
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Pronouncing syllable combinations pti-pti-pti, pty-pty-pty; petit-pt, petit-pt; pt-pt-pt-pt-pt.
Development of phonemic awareness
“Pick it up and name it.” Place pictures in two piles depicting objects whose names contain the sounds [s] and [w].
Determine the position of the sound [s] in the words sled, boots, owl, bus.
Sound setting [s]
The position of the organs of the articulatory apparatus when pronouncing the sound correctly [s]
The teeth are brought together and are at a distance of 1 mm. The lips are stretched as if smiling. The tongue rests on the lower incisors; a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is dull, pronounced without the participation of the voice.
Techniques for sound production [s]
Auditory perception of sound. Creating an auditory image of sound
Gaming techniques. "Whistles." "Snowstorm".
Formation of a visual image of sound
Showing the articulatory position of a sound on a dummy or articulation diagram. Articulation profile display.
Formation of a kinesthetic image of sound
(feeling the position of the organs of articulation)
Showing the position of the organs of articulation using the fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if they were the lower teeth). Description of the position of the organs of articulation.
Open your mouth. Lower the tip of the tongue towards the lower incisors so that a gap forms in the middle of the tongue. Exhale forcefully and evenly. The sound should be [s].
Note. If a “groove” does not form along the midline of the child’s tongue, place a stick along the tongue. Close your teeth as far as the stick allows and pronounce the sound [s]. Do the same exercise with slowly removing the stick from your mouth to your teeth and out, then repeat several times without using the stick.
Correction of hissing sigmatism according to M.E. Khvatsev (1959)
1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered at the lower gums.
2. Blowing on the tongue when it is in a low position.
3. The tongue is set with a deep “groove” and the sound [s] is pronounced. Then gradually the depth of the “groove” decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of the sound [s]. Consolidation in syllables, words, and then transition to normal articulation.
2. The child pronounces the sound [r] in a drawn-out manner, and then, doing the same, push the tongue as far forward as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Whisper the sound combination ihi,
and then repeat it with clenched teeth.
4. Pronouncing the combination e
with tension.
Correction of labiodental sigmatism
Show that when pronouncing the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternating movements of the lips with a sequential change in their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is used in the form of pressing the lower lip downwards with a spatula. Long pronunciation of [s], and then syllables and words that begin with it.
Correction of interdental sigmatism
Clench your teeth and, without unclenching them, pronounce [s] in a drawn-out manner. (At first, the sound is pronounced with clenched teeth.)
Pronouncing syllables and words with clenched teeth. Gradually they move to normal pronunciation of the phoneme.
Correction of dental sigmatism
Demonstration of correct phoneme articulation. Using a profile picture. Reliance on kinesthetic sensations (feel a cold stream on the back of your hand when correctly pronouncing the sound [s]).
Articulation exercises
Inserting a flat tongue between the teeth.
Sticking out the tongue in a “groove” manner with the mouth open.
Arching of the back of the tongue upward while the tip of the tongue rests on the gums of the lower incisors.
Use of mechanical assistance.
Correction of hissing sigmatism
Distinguishing between the correct and incorrect sound of the sound [s] (whistle - hiss).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the hands.
Having achieved correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Correction of lateral sigmatism
Achieve the formation of a “groove” along the midline of the tongue.
Use the sound [t] as a base. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling a stream of air on the hand.
At the next stage of work, the child is asked to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [ts], which contains the sounds [t] and [s].
Gradually, during the exercises, the sound [s] lengthens and then separates. After which you can explain to the child that this is the correctly pronounced sound [s].
Use of mechanical assistance.
The child is asked to pronounce the sound [f], pushing the tongue forward as much as possible and resting its tip on the lower teeth. The noise characteristic of the sound [w] should be accompanied by a whistling noise.
Rely on the sound [x].
Whisper the combination ihi,
and then pronounce the same sound combination with clenched teeth. In this case, a sound close to [s'] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s'].
Correction of nasal sigmatism
Work out the correct direction of the air stream, closing the passage into the nasal cavity by raising the palate. Developing correct articulation of the tongue.
Correction of sound replacement [s] to [t], [d]
1. Inserting a flat tongue between the teeth.
2. “Grove” with the mouth open.
3. Bending the back of the tongue upward while the tip rests on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
The massage is performed with hypercorrection of the affected side:
- patting the smoothed nasolabial fold;
- circular movements at the junction of the masticatory muscles;
- stroking lips;
- slight tingling of closed lips (usually on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping the tongue with a spatula or fingers;
- very light tapping on the affected side edge of the tongue.
Articulation gymnastics
Exercises for lips and facial muscles
Teeth and lips are clenched. Alternately raise the corners of your mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of your mouth calm. Lift the corner of the mouth affected by paresis two or three times, and the healthy one – once.
Tongue exercises
1. Smile, place your tongue on your lower lip, then move your tongue to the right side and bite the left edge of your tongue with your teeth. Return to starting position.
2. Smile, place your tongue on your lower lip, slightly move your tongue to the left and bite the right edge of your tongue with your teeth. Return to starting position.
3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth along your tongue.
4. Smile, place your tongue on your lower lip, move your tongue to the left side and slide your teeth along your tongue.
5. Biting the side edges of the tongue.
For the affected side, the number of exercises is doubled.
Consolidation of the auditory image of sound
Teaching the correct pronunciation of the sound [s] in isolated sound
Game exercises
“A cold wind is blowing”, “Song of water flowing from a tap”, “Water flows over pebbles”, “The wind whistles in a pipe”, “Air comes out of a wheel”, “Punctured tire”, “Pump”, “Let’s pump air into the wheel” ", "Punctured ball", "Steam comes out of the pan", "Kettle with a whistle".
- Automation of the sound [Сь] in forward and backward syllables
- Sound automation [Сь] in isolated form
- Automation of sound [C] in isolated form
- Automation of the sound [С] in reverse syllables
- Automation of the sound [С] in straight syllables
- Speech material for automating the sound [С] in phrases and sentences
- Automation of sound [С] in words
- Summary of an individual speech therapy lesson Topic: “Automation of the sound [S] in syllables, words, sentences”
- Summary of individual lessons. Topic: “Sound Automation [R]”
- Automation of sound [Ш]
- Sound automation [H]
- Sound automation [F]
- Sound automation [Ш]
- Summary of individual speech therapy sessions. Topic: “Automation of the sound [L] in syllables, words, sentences”
Types of exercises for the speech apparatus
Each child is individual and has his own problems, so different types of exercises are used in practice. Speech therapy for speech development can consist of finger games, articulation gymnastics, games for imitation of sounds, hearing formation, logorhythmics (poems with movements), poems to enrich vocabulary to develop speech.
Breathing exercises in speech therapy help middle and high school students solve speech problems.
Finger games
Tongue twisters and tongue twisters
Tongue twisters are important for developing diction and teaching a child to speak fully. You can start reading and memorizing tongue twisters from the age of 2-3 years, because this:
- Effective training for articulation of sounds.
- Acquiring correct speaking skills.
- Correction of speech defects.
- Effective fight against tongue-tiedness.
- Formation of phonemic hearing, since in order to say a phrase, it must be heard correctly.
Pure sayings for staging speech and improving diction can be divided into 2 groups. Poems that repeat a specific sound that requires practice. These are poems in the first lines of which repetitions of syllables are used, due to which the necessary sound is practiced. The end of the poem is simply a phrase in rhyme, maybe completely meaningless.
Games and tasks
To develop speech, you can use any topics in your notes, but the level of complexity of vocabulary should correspond to the age of the child. For example, the task “Mushrooms” is often used. The child should be affectionately called “Oiler - Oiler, Volnushka - Volnushechka, Lukoshko - Lukoshechko, Toadstool - Toadstool” and so on.
Note! It is useful to supplement the tasks with didactic games.
The game “Tell Me a Story” will do. You need to take any object images, 30 pieces, place them in front of the baby and offer to come up with a fairy tale. Each player takes a picture and writes 1-2 sentences using the chosen picture. And so one by one, it turns out to be an interesting plot. You have to play until the pictures run out.
Speech therapy exercises for children every day
The most difficult moment is to interest a preschooler. And this is a very responsible process. After all, it is problematic to sit down a hyperactive child. In general, it is not necessary to sit him down; you can combine business with pleasure - practice lessons when the baby is playing in his hut or jumping on the bed.
Articulation gymnastics
Classes in the form of a game will definitely give results, and the parent will not get tired, and the baby will learn the material without tears or screams - there must be contact, not hostility. Speech therapy gymnastics for the development of a child’s speech should be prescribed by an experienced speech therapist.
Finger games
Thanks to finger games, the baby's fine motor skills are developing. The result of the lessons is achieved if you work with the child every day for 5 minutes. The game “Flower” will be useful. The fingers should look up and be closed together. You need to make a bud from your half-bent palms by pressing your fingers. When the composition is assembled, you need to say a quatrain, making movements on every second line: The sun is rising - The bud is blooming (spread your fingers to the sides, keeping the bottom of your palms closed). The sun sets - The flower goes to bed (put your fingers back).
Formation of sound culture of speech in children
Articulation practice
Articulatory gymnastics are exercises for the tongue and lips. They are the basis for the process of pronouncing sounds. If the tongue is poorly developed, the child will speak poorly and his speech will be unclear. You need to practice in front of a mirror.
Interesting! One of the popular techniques is “Smile”. Actively stretch your lips, smile, but do not unclench them. You should keep your smile for half a minute.
Games for developing full-fledged hearing, imitation of sounds, logori - a game for developing hearing. To play you will need a mini bell and a free room. The baby stands blindfolded, while the parent carefully moves around the room, ringing a mini-bell in different places. The child must, without turning around, determine with his hand where the ringing is.
To play onomatopoeia, you need to take any plot drawing. For example, in the image, a boy is carrying a car: “Misha pulls the car and says “beep.” Let's help him! Beep!" You need to help the baby, move with him, repeating the path of the car, controlling articulation.
Logorhythmics are exercises that combine movement, speech and music. Children love Logorhythmics; they find it fascinating. First, the parent reads a poem and demonstrates movements, all this is accompanied by musical accompaniment. Then the child repeats everything independently or with his mother.
Recitation of poems and tongue twisters
Recitation helps you quickly understand a poem or tongue twister and memorize the work. You need to turn on your imagination and “dive headlong” into the plot. Try to transport yourself to the time described in the poem. Liven up the lines.
Advice! It is important to help the child imagine what is happening, talk about the village in which the little boy lived, about how hard it was for his father to provide for his large family, about the bitter cold.
When the text is visualized, the baby will accept it more easily and will be imbued with emotions. And emotional things are remembered much faster.
Advice from speech therapists on how to properly conduct classes at home
Correcting pronunciation is difficult, everything takes time. In one lesson, teaching a child to speak clearly and distinctly, as well as to use complex words, is unrealistic. In any activity, it is important to practice regularly.
Logorhythmic lesson option
Mistakes are part of the learning process. You need to be patient, praise your child even for minor successes, and support him if something doesn’t work out. If you yell at a child, he will not speak better; on the contrary, he may withdraw into himself, which will aggravate speech problems. It is useful to exercise for 5 minutes every day, and not once a week for 1.5 hours. Initially, you can practice for 3-5 minutes, eventually increasing the time to 15-20 minutes twice a day.
Speech therapy classes, organized correctly, will help correct speech problems. It is important to follow the recommendations of an experienced speech therapist.
Structure and content of individual speech therapy sessions
Nbsp; UDC 373 BBK 74.102 B82
Borisova E.A.
B82 Individual speech therapy sessions with preschoolers. Toolkit. - M.: TC Sfera, 2008. - 64 p. (Library of the magazine "Speech therapist"). (5) ISBN 978-5-9949-0031-4
The manual covers the structure, content and forms of individual lessons with preschoolers who have general speech underdevelopment. Much attention is paid to formulating the topic and goals of the lessons, their phasing, the use of varied and colorful visual material, creating a positive emotional background and gradually increasing the complexity of the material presented. An entertaining form of classes, game techniques, changing types of tasks, and a reward system will help keep children’s attention throughout the entire lesson and generate interest in continuing to work with a speech therapist.
The manual is addressed to speech therapists and teachers of speech therapy groups at preschool educational institutions.
UDC 373 BBK 74.102 Borisova Elana Albertovna
INDIVIDUAL Speech Therapy LESSONS WITH PRESCHOOL CHILDREN Methodological manual
Editor-in-Chief T.V. Tsvetkova
Scientific editor
O A. Stepanova
Editor L.S. Kimmel
Cover designer
O£.
Maksimova Corrector T.E. Balunova
Computer layout S.N. Gamzina
Original layout and transparencies of text
made at Sfera shopping center
Hygienic certificate No. 77.99.60.953.D.013738.11.07 dated November 23, 2007
Signed for publication on 08/06/08. Format 60 x 9O'/|6. Taime headset. Conditional p.l. 4.0. Circulation 6000 copies. Order No. 9689.
Publishing house "TCSfera". Moscow, Selskokhozyaystvennaya st., 18, bldg. 3.
Tel., 656-72-05
Printed from ready-made transparencies at OJSC Order of the Badge of Honor
"Smolensk Regional Printing House named after. V.I. Smirnova.”
214000, Smolensk, prospect. Yu. Gagarina, 2.
© LLC "TC Sfera", 2008 ISBN 978-5-9949-0031-4 © Borisova E.A, 2008
Preface
Timely mastery of correct speech is of great importance for the formation of a full-fledged personality of a child and his successful education at school. Various oral speech disorders, which make it difficult to master correct reading and literate writing, are one of the common reasons for the failure of primary school students.
According to statistics, the number of speech disorders has tended to increase in recent years, so more attention needs to be paid to speech correction work.
Most often, speech defects are observed in pronunciation, which is quite difficult to form correctly, since the child needs to learn to control his speech organs, to exercise control over his own speech and the speech of others.
Sound pronunciation defects do not disappear on their own. Violations that are not identified and corrected in a timely manner are consolidated and become persistent.
The intelligibility and purity of pronunciation depend on many factors and, first of all, on the anatomical structure of the articulatory apparatus, on how the tongue, lips, jaws act, on the ability to sense and feel the movements of the organs of articulation, as well as on the functional maturity of the speech zones of the cerebral cortex.
When the motor function of the articulatory apparatus is impaired, subtle differentiated movements suffer, so sounds are pronounced blurry, especially in the speech stream. The immaturity of motor differentiation can lead to the replacement of complex sounds with simple ones in articulation.
An equally important factor leading to impaired pronunciation is the immaturity or unformation of phonemic processes. Difficulties in developing sound differentiation in children most often manifest themselves when replacing one sound with another that is similar in acoustic characteristics, and in mixing sounds.
Preschool age is the most favorable for the development and formation of speech in children, and its deficiencies at this time are easier and faster to overcome. This creates favorable
conditions for the full speech and mental development of a growing person. The child’s further education at school depends on how effectively the work is carried out in the speech therapy group of a preschool educational institution.
Speech therapy classes are the main form of correctional education, promoting the gradual development of all components of speech and preparation for school. Teaching correct speech requires regular, consistent lessons that allow the child to form a certain dynamic stereotype.
Individual lessons play an important role in eliminating defects in the sound side of speech and developing the skills of correct sound pronunciation. The structure, content and form of conducting such classes is the main topic of the proposed manual.
Structure and content of individual speech therapy sessions
The essence of speech therapy is to develop correct skills and inhibit incorrect ones with the help of a special system of pedagogical influence. The formation of correct pronunciation skills is carried out by a speech therapist in specially organized individual lessons.
When preparing and conducting them, the speech therapist must:
— formulate the topic and purpose of the lesson;
— determine the stages of the lesson, their interdependence and sequence;
— gradually complicate the lexical and grammatical material presented to children;
- diversify the lesson with the help of games and gaming techniques;
— take into account the child’s zone of proximal development;
— implement a differentiated approach to each child, taking into account the structure of the speech defect, age and individual characteristics;
- briefly and clearly formulate instructions given to children;
- use varied and colorful visual material;
- be able to create a positive emotional background of the lesson, planning emotional uplifts taking into account the increasing complexity of the material presented.
Since speech is associated with the movements of the speech apparatus, articulatory gymnastics plays an important role in eliminating defects in sound pronunciation. Its significance is fully justified, since the pronunciation of speech sounds is a complex motor skill.
Developing correct, full-fledged movements of the articulatory organs and combining simple movements into complex articulatory structures of various sounds are necessary for the correct pronunciation of sounds.
Depending on the form of the sound defect, one or another set of articulation exercises is used. Their
the type, duration, and single dosage depend on the nature and severity of the speech disorder.
The dosage of the same exercise should be strictly individual both for each child and for each period of work with him. In the first classes, you can limit yourself to only two repetitions of the exercises due to the increased exhaustion of the exercised muscle. In the future, the number of repetitions can be increased.
The complex of basic movements for the development and exercise of the articulatory apparatus includes the simplest and most characteristic movements of all organs of articulation during speech - lips, jaws, tongue. When correcting individual sounds, special complexes are used.
The principle of selecting movements each time will be the nature of the defective pronunciation and the appropriateness of the recommended movements for the correct pronunciation of a given sound.
It is not enough for a speech therapist to select appropriate movements; the child must be taught how to use them correctly, i.e. make certain demands on the quality of movements: accuracy, purity, smoothness, strength, pace, stability of the transition from one movement to another.
Equally important is the development of phonemic hearing and phonemic perception. This task may turn out to be a priority if the defects in sound pronunciation are caused by the immaturity of the operations of processing phonemes according to their acoustic parameters, when the discrimination of the phonemes included in the word is impaired or difficult. Tasks to develop the ability to hear, recognize sound, isolate it from the stream of speech, distinguish sounds that are similar in acoustic and articulatory characteristics, exercises to develop skills in elementary sound analysis and synthesis are an integral part of correctional work to eliminate defects in sound pronunciation.
The process of correcting incorrect sound pronunciation is divided into three stages: sound production, sound automation and differentiation of mixed sounds.
Experts note that sound production in most cases is a more complex artificial process than the independent appearance of sound in a child, since from a physiological point of view, sound production is the creation of a new conditioned reflex.
Preschoolers often imitate the sounds of the surrounding world or the articulation of a speech therapist when including children in the playroom.
situation. In other cases, as a workaround, preserved sounds are used that are close in place, method of articulation to those sounds whose correct pronunciation needs to be taught to the child (for example, preserved sounds that support the production of the sound [w] can be the sounds [s], [t], [R]). In more complex cases, mechanical assistance is required.
Automation of sound from the point of view of higher nervous activity is the introduction of a newly created and consolidated relatively simple connection of speech sound into more complex sequential structures - words and phrases.
Work at this stage should be considered as inhibiting old, incorrect dynamic stereotypes and developing new ones. This work is difficult for the nervous system and requires very great caution and gradualism, which are expressed in the transition from an isolated sound to various types of syllables and sound combinations, then to words with a given sound, sentences, and then to various types of expanded speech.
If defects in sound pronunciation manifest themselves in the form of substitutions or mixing of sounds, it is necessary to move on to the stage of differentiating the newly produced sound with the sound that is used as its substitute.
Work on differentiation can begin only when both sounds can be pronounced correctly in any sound combination. The sequence and gradual complication of speech exercises during differentiation are the same as when automating sounds: differentiation in syllables, then in words, phrases and various types of expanded speech. In cases where the child had a distorted pronunciation of a sound, and not its replacement with another sound, differentiation is not necessary.
In children with general speech underdevelopment, pronunciation impairment in its “pure form” does not occur. The concept of “general speech underdevelopment” is applied to this form of speech pathology in children with normal hearing and initially intact intelligence, when the formation of all components of the speech system is disrupted. The correctional system of education and upbringing of children with special needs is based on the following principles:
— early impact on speech activity in order to prevent secondary deviations;
- development of speech and reliance on ontogenesis (taking into account the patterns of development of children's speech in the norm);
— interconnected formation of phonetic-phonemic and lexical-grammatical components of the language (unity of these areas and mutual preparation);
— a differentiated approach in speech therapy work for children with special needs development disorders who have a different structure of speech impairment;
- the connection of speech with other aspects of mental development, which reveal the dependence of the formation of the individual components of speech on the state of other mental processes.
Therefore, the content of individual speech therapy sessions with children with ODD should be much broader than just eliminating problems with sound pronunciation.
During classes, a speech therapist needs to pay great attention to enriching, activating the vocabulary, developing inflection and word formation skills, and forming a grammatical structure. At the initial stages, this work is carried out on the material of preserved sounds. Subsequently, words with assigned and automated sounds are introduced into lexical and grammatical exercises.
Activation of children's mental activity, development of attention and memory are necessary conditions for successful and comprehensive education of preschoolers. And due to the specific state of mental processes in children with ODD, the development of memory, attention, thinking, and imagination is a mandatory component of an individual speech therapy session.
Children with OHP have features in the development of fine motor skills of the hands, manifested primarily in insufficient coordination of the fingers, accuracy and dexterity of movements. Targeted work on the development of fine motor skills of the fingers accelerates the maturation of speech areas and stimulates the development of the child’s speech, allowing for faster correction of defective sound pronunciation. Therefore, a speech therapist should include in his classes exercises aimed at developing fine motor skills, which, on the one hand, can play the role of physical education, and on the other hand, will contribute to more effective automation of sound when combined with speech work.
Thus, the goals of an individual speech therapy session include:
• development of articulatory motor skills, formation of correct articulatory patterns;
• formation of pronunciation skills (depending on the stage of work on sound);
• development of phonemic perception, sound analysis skills;
• improvement of lexical and grammatical structures;
• development of non-speech mental processes;
• development of fine motor skills of the fingers.
When preparing and conducting an individual lesson, it is very important to remember that throughout the entire lesson the child must have a persistent positive emotional attitude, which is expressed in the desire to study. This is achieved by using surprise moments, game fragments, exciting tasks and exercises, during which the learning process turns into an interesting game. During the lesson, interesting stories are built, in which the children themselves often become participants.
During the lesson, the child develops the ability to listen, hear and evaluate not only the speech of others, but also his own. For this purpose, it is effective to record individual exercises on a tape recorder during class. In this case, the child gets the opportunity to hear himself not only at the moment of speaking, but also, as if from the outside, to hear and evaluate his speech.
When drawing up a lesson summary and thinking through its content, it should be taken into account that the speech material during the lesson needs to be complicated gradually, sequentially, depending on the stage of work on sound (for example, at the stage of automation in words, the sound should first be practiced in isolation, then in syllables, and then in words). When selecting lexical and grammatical material, games and exercises for the development of mental processes, it is necessary to take into account the child’s speech capabilities, i.e. at the stage of sound production or at the stage of automation of sound in syllables, speech work must be built on the material of preserved sounds. At further stages, all speech exercises should include a practiced sound. (The lesson notes given in the manual will allow readers to clearly illustrate this author’s approach to the selection of speech material.)
When determining the content of an individual speech therapy lesson, selecting speech and practical material, the following:
We strive to ensure that the lesson is not only interesting, but also as productive as possible, with high speech activity of the child. It is important to include a series of training exercises in classes, teaching children to freely use new sounds in spontaneous utterances.
If the structure of a lesson at the automation stage is determined by the sequential complication of speech material, then in an individual lesson approaches to sound production are carried out repeatedly during the lesson (at least 3 times). They should alternate with tasks to achieve other goals. An entertaining form of classes, game techniques, changing types of tasks, and a reward system make it possible to maintain children’s interest over a certain period of time.
