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.
Defectological assistance in educational institutions for preschool children
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.
Individual speech therapy lesson in the senior group “On a journey with a mouse”
Topic: Automation of the sound /Ш/ in syllables, words, sentences, pure phrases.
Goals: Correctional and educational: To consolidate articulation and isolated pronunciation of the sound /sh/. Continue to teach correctly, pronounce the sound /sh/ in syllables, words, sentences, and pure phrases. Continue learning to identify the presence of a sound in a word. Learn to use plural nouns, date cases in speech.
Correctional and developmental: Develop general, fine, articulatory motor skills. Develop inflection skills. Develop visual, figurative memory, thinking, attention. Develop breathing. Develop phonemic hearing, sound analysis and synthesis skills, and coherent speech.
Correctional and educational: Develop self-control over speech.
Equipment: subject pictures with sound /Ш/, “Snail’s Paths” manual, sound symbols, map, toy mouse, cards for articulation gymnastics, pencil, envelope with a letter.
Progress of the lesson:
1. Organizational moment. Riddle about the mouse. Gray - loves cheese. (Mouse).
2. Topic of the lesson. A mouse came to visit us, and she invites us on a journey. She brought us a map, look, it will help us not to forget anything or get lost. Shall we help? The path is not short, I suggest you gain strength.
3. Articulation gymnastics. All the guys in order Do exercises in the morning Our tongue also wants to be like kids.
I decided to do exercises with the kids
1. Ex. "Proboscis". 2. “Cup” 3. “Painter”. 4. "Sail".
Now let's breathe in the magical power. Inhale through your nose - with your mouth closed, exhale through your mouth only - with the sound /Ш/. Well, we're all ready, let's hit the road.
4. Acoustic-articulatory characteristics of sound. Where is our map? What's the first thing on our way? Little house. The house where the sound /Sh/ lives. Let's remember what we know about this sound?
Characteristics of sound: tongue at the top, “cup”, sponge “tube”, warm air stream, dull, hissing, consonant.
Exercises "Loud-quiet".
Ears on the top of a baby mouse's head.
The mice sewed fur coats and shawls. The little mice did not bother them.
5. What is painted near the house? Track. The mouse runs along the path, rustling its tail. How does she rustle? (SH-SH-SH-SH). Let's go with the mouse and rustle. I will begin the word, and you will finish it. We…; Du...; Kama...; Small….
6. Look, where do we go next? What's in our way? Reeds. The mouse loves to listen to them rustle. Listen to the reeds and rustle like them:
Sha-shu-sha. Shi-sho-shi. Shu-sha-shu Ish-osh-ish Shi-sha-shu. Sha-shi-sho. Ash-osh-ash Ush-ash-ush (raise your arms up, swing your arms above your head and pronounce syllable chains).
Who's hiding in the reeds? Duck. The duck got scared and flapped its wings. (Let's show how a duck flaps its wings).
Shi-shi-shi, shi-shi-shi The reeds rustled
She-she-she, she-she-she This duck is in the reeds
Sha-sha-sha, sha-sha-sha, swim out of the reeds
Check-check-check, check-check-check There's no duck in the reeds
Shi-shi-shi, shi-shi-shi What are the reeds whispering to us?
7. We’re great, we’re moving on. What's next on the map? Look, little logs, we need to build a bridge and cross the river. You need to select only those pictures whose names contain the sound /Ш/. Hat, frog, cup, hut, car, pear.
The child names words. Now let’s walk through the words, the child names the word and walks through. The speech therapist turns the pictures over.
8. We arrived on the map, where? To the store. What did the mouse buy in the store? I'll start, and you continue.
The mouse bought a lot………..(showing pictures – fur coat, cherry tree, wardrobe, hat).
For example: the mouse bought a lot of fur coats.
9. Andryusha, how are we going to return home? And we will return along our familiar bridge. Please remember what was shown in the pictures. (Working with symbols).
10. Look, next is Ulitka’s path. Let's determine the position of the sound /Ш/ in words - at the beginning, middle, and end of the word. Puck, chess, pillow, cannon, tumbler, lily of the valley.
11. And then we’ll go along the shortest route. On the map it is indicated by a barely noticeable line. We will need a pencil. But before we get to work, let’s play with our fingers a little.
I roll the pencil in my hands, I twirl it between my fingers, I will certainly teach every finger to be obedient. (game with a ribbed pencil). Draw along the dotted line on the map.
11. Further along the map is a letter. What is written here? Write poetry and you will find out where the treasure is.
I'll start, and you'll have the last word.
Wears a bright comb Our cheerful...cockerel.
Here is little Gray mouse running.
The tires rustled quietly. It's a car coming towards us.
The mouse washes itself in the shower, washes its tail, washes its ears.
12. Summary. Well, that's what we have here. Delicious, sweet...(chocolate). Well done guys. Good help for the mouse. What sound helped us? Now take the mouse, the treasure, and go to the group, tell us where you were.
Methodical manual used: “Individual speech therapy classes with preschoolers” by Borisova E.A.
Author of the material: Rybakova Elena Vyacheslavovna
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).
Innovative technologies in speech therapy: laptop and speech therapy corner
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
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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.
