Summarizing the experience of a school speech therapist at the teachers' council. The experience of a speech therapist teacher “Using sand games to form phonemic processes in children with general underdevelopment of speech
Learn to teach!
A graduation party was held in the preparatory group for children with general underdevelopment speech, another school year has ended. Parents, headmaster, teachers and colleagues of the kindergarten said a lot of kind and warm words, handed over a diploma and letters of thanks. Two graduates will study in gymnasiums, one girl will be enrolled in school with in-depth study Spanish, one boy successfully passed the test in a school with a mathematical bias.
Was I proud of my profession at that moment? Yes! Speech therapists are the elite of the pedagogical community. Perhaps this does not sound modest. But imagine what path you need to go in order to provide effective assistance to children with systemic speech disorders. It is necessary to know the causes of this or that violation, the system of corrective action for various deviations in development - so you need to get higher education. Preschoolers with dysarthria need speech therapy massage, special breathing exercises, therefore, it is necessary to take additional courses from the authors of the latest techniques. We are constantly learning to provide speech therapy assistance to our little students.
I want to say thanks to those who helped me master the secrets of the profession: these are the teachers of the Moscow State Correspondence Pedagogical Institute, now Moscow State Open Pedagogical University named after M.A. Sholokhova T.B. Filichev, V.K. Vorobyova, N.Yu. Boryakova, V.P. Glukhov, A.P. Egides. I am immensely grateful to E.A. Dyakova, who taught me speech therapy massage and M.N. Shchetinin, enthusiast and devoted student of A.N. Strelnikova, the author of unique breathing exercises.
During my work in kindergartens, schools, children's clinics, I had to work with many leaders. Not everyone is sympathetic to the problems of a speech therapist. Lyudmila Vasilievna Samedova, head of the compensatory type kindergarten No. 2249, who has been working in correctional pedagogy for many years, knows better than anyone else that the early start of speech therapy and correctional and educational work makes it possible to most effectively correct deviations in the speech and general development of the child, to prevent learning difficulties at school and in social adaptation. Therefore, my current graduates came to kindergarten at the age of three. All of them had a general underdevelopment of speech, the first level of speech development was observed in six children, the second level - in eight, one boy had the third pre-speech level of speech development. Then it seemed to me that it was simply impossible to teach them to speak, let alone prepare them to learn to read.
They revolved each in their own orbit, like small planets, and when they collided with each other, they began to take away each other's toys. Experience prompted - it is necessary to observe how they play, how they communicate. The habit of being observant is a quality necessary for a speech therapist. The purpose of observation is to determine the areas of development of the baby, which we should pay attention to. Special attention at work. This will make it possible to concentrate efforts on those educational areas where the lag is most noticeable.
The results of observations, information about what our little student is currently capable of, allow me to better plan my work. If the remedial program is prepared in accordance with the level of the child's ability, he will be interested in the classes, and he will run into the office ahead of me.
Parents are the most interested participants in this work, so our kindergarten specialists inform and discuss with parents the results of their examinations and observations. We believe that moms and dads, grandparents should know the goals and expected results individual program child rehabilitation. It may be hard for them to realize the lag of their son or daughter in the development of speech, but it is better to go through life with open eyes, and, to help your child in overcoming difficulties, than to hide his head under his wing. I am proud of the parents of many pupils of our group, who were my first assistants both in preparing children for matinees, and for the reading competition at the Open Book festival, and in designing children's portfolios.
I think that now there are no speech therapists left who would not know what a portfolio of a preschooler is. This is a kind of piggy bank of the child's personal achievements in various activities. In our group, parents responded to our proposal - to create such folders not immediately. But then I began to practice the stories of children based on portfolio materials in speech development classes, and the children themselves asked their parents: “Mom, let's write about how we went to the Museum of Cosmonautics.” Ability to correctly pronounce sounds and use them in independent speech- a small victory of the "speech child".
Designing a logopedic page in the portfolio helps him to be more critical of his speech. Many children write that they like to perform tasks that require sound-letter analysis, solve crossword puzzles, puzzles. Ultimately, the preschooler has increased control over independent statements.
The portfolio plays an important role in creating positive relationships in the triad "speech therapist - child - parent". Helping the child to compose stories and fairy tales with the right sound, parents opened Creative skills in themselves and marveled at the fantasies of their "little storytellers". All this strengthens the bond between parents and children, making it stronger. And my role was to create, give advice on creating a colorful and memorable portfolio.
We held reading competitions within the group in order to give an opportunity to open up to all children with speech disorders, both those who find it difficult to speak in public and those who are self-confident. Children read poems by E. Asadov, F. Glinka, A. Vetrov.
The best readers took part in the reading competition at the Open Book Festival in 2012. They managed to convey the meaning of the poems about the Motherland in the most emotional and expressive way. The jury of the festival appreciated the work of all the children, they received certificates and diplomas.
The fact that the girls from our group in their interviews “Who do you want to become?” speaks volumes. talked about their intention to choose the profession of a speech therapist. In our time, you can buy everything, but the love of children - no.
I will allow myself to give excerpts from some parental reviews: “For the first time in many years I have encountered a specialist with a capital letter. Galina Vladimirovna, with her kindness, strictness and confidence in a positive result, made our whole family work”, “I express my sincere gratitude to the teacher - speech therapist Balashova Galina Vladimirovna. Thanks to her high professionalism, attention, patience and sensitivity to children, my daughter has finally started to speak and continues to make significant progress!”, “Galina Vladimirovna is a very attentive teacher: she always tries to find a special approach to each child, pays a lot of attention to individual lessons with kids. The teacher-speech therapist conducts joint classes for children with parents, as well as consultations on all issues of concern to us.
Boy Dima is now in the fifth grade, but the case was difficult and remembered for a lifetime. His grandmother was not only an equal participant in the pedagogical process, the most attentive and caring, but also the most responsive. “My grandson suffers from insulin-dependent diabetes mellitus (type 1 diabetes is constant blood sugar monitoring and insulin injections). The boy has big speech therapy problems complicated by his illness. Galina Vladimirovna did a special speech therapy massage and breathing exercises with the child, developed phonemic hearing and developed a directed air stream. All this was done taking into account the well-being of my grandson. By the end of kindergarten, Dima could pronounce all the sounds well, he could read quite well. And yet, I want to note that Galina Vladimirovna gave us advice and recommendations on correcting the speech of children. And not a single question remained unanswered.
Being at the awards ceremony for the participants of the “Methodical Piggy Bank” contest, which was held as part of the “Open Book” Festival of the North-Eastern District Department of Education, I was proud of my profession, I was surprised how many young speech therapists took part in it, what wonderful benefits they came up with and use in their work. Colleagues were interested in the manuals and games proposed by me. At the end of the show, speech therapists asked how, what the manuals were made of. It was the board game "Silver Stream", the simulator for the development of breathing "Soaring ball", mobile and at the same time educational games "Kittle alley for preschoolers", "We count the steps - we study the letters", which I have been using in my work for many years.
I really hope that the children will be able to maintain the warmth of communication that reigned in our speech therapy group. The creation of such an atmosphere was facilitated by reading fairy tales, writing your own stories. Throughout the school year, in the preparatory group, we learned to analyze famous author's and Russian folk tales, understand the actions of the characters, their feelings, draw conclusions. All the texts created by the children based on the catalog method were kind. Their heroes helped each other, rescued from trouble. I felt joy and pride in my “little storytellers” when I held in my hands the “Kaleidoscope of fairy tales” - a collection made up of their works and illustrations.
Here are some of them.
There was a fruit basket on the table in the room. Tired of them lying in a basket, pears, apples, lemon, pineapple and strawberries decided to go on a journey to the sweet country of Fructosia. One night, when everyone in the house was fast asleep, the fruits ran away. They walked and walked and ended up in a magical land of fruits. When they learned that the whole country was taken over by evil insects. They ate the leaves of fruit trees, spoiled the fruits. City fruits decided to save their friends. They knew the recipe for a miraculous remedy that all harmful insects feared. The fruit prepared a magic powder and sprinkled it on the insects. Of course, the little pests did not like the smell and went into the forest.
So fruits saved their friends. All the inhabitants of the magical country thanked them and arranged a carnival.
In the forest, in the very thicket, where there were centuries-old oaks, there lived - there was a girl Zhenya. Woodpeckers gouged large hollows in old trees. You could sleep and play in them. Boys sometimes came to Zhenya, brought her food so that she would not die of hunger. And the girl made toys for them out of wood and birch bark. One day, friends came to visit Zhenya, but she was not at home. Then a voice was heard: “Well, what! Can't find your girlfriend. Here is a ball for you, it will lead you to Zhenya. It was said by the old wise Owl perched on an oak branch. The boys went for the ball and ended up by the swamp. Their friend was stuck there and couldn't get out. Petya took a stick, threw it to the girl and pulled her out of the swamp. True friends are known in trouble!
Summarizing the experience of a speech therapist teacher on the topic:
"Correction writing students primary school special (correctional) school of the VIII typec usingcomputer technology ».
Target: identify the features of the use of computer technology in the correction of dysgraphia.
Conditions for the emergence of a problem, the formation of experience.
In modern socio-economic conditions of the development of society, pedagogical science and practice are faced with the task of finding the most optimal systems for teaching and educating children with different educational needs and opportunities.
Speech occupies one of the basic positions in the structure of the main cognitive processes, the level of its development is one of the conditions for the success of any type of activity and the formation of the personality as a whole.
In the last decade, two interrelated processes have been observed:
Complication of scientific and technical progress;
Complication of speech defects.
Accordingly, the importance of a speech therapist in learning activities becomes more and more, while its role is qualitatively changing.
The relevance and prospects of experience, its practical significance for improving the quality of the educational process.
The specifics of speech therapy work in correctional school Type VIII is due to the nature of the violation of higher nervous activity, psychopathological features of a mentally retarded child, primarily a decrease in the level of development and the structure of a speech defect.
Speech disorders in these children undergo correction with great difficulty, which is why the duration of corrective and speech therapy work exceeds the time of work with their normally developing peers. Mentally retarded children take longer to develop certain speech skills and stereotypes. In the work, the use of self-control, as well as visual and auditory control over speech, is ineffective. This largely distinguishes the work of a speech therapist in a special (correctional) school of the VIII type and sets him the task of finding new methodological methods of work.
In my work, when correcting dysgraphia in students, I try to use a variety of methods and techniques.
Dysgraphia (graph - writing, dis - disorder) is understood as a specific and persistent violation of the writing process, due to deviations from the norm in the activities of those analyzers and mental processes that provide writing.
Municipal Preschool educational institution
Kindergarten No. 3 Adamovka
advancedteaching experience teachers - speech therapistYes
Iqualification category
MakarovaNatalia Viktorovna
“Rejoice even in small achievements,
strive for perfection,
because he has no limit.
MakarovaNatalia Victorovna works as a teacher-speech therapist for 9 years, has the first qualification category. Since 2005, she has been a permanent member of the regional psychological, medical and pedagogical commission, organized to identify children and adolescents with developmental disabilities, conduct a diagnostic examination of minors and develop recommendations aimed at determining special conditions for their education and related medical care.
In 2009, she summarized her advanced pedagogical experience on the topic: “The development of finger motor skills as one of the areas of work on the prevention of written speech in correctional and speech therapy work in children with speech disorders of the senior preschool age". Over the past three years, I have been actively introducing it into my practical activities.
V.A. Sukhomlinsky rightly asserted that "the mind of a child is at the tips of his fingers." The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills, as it were, prepares the ground for the subsequent formation of oral and written speech. The development of small muscles of the hands in children should be started systematically from 6 months to the school itself, and they recommend exercises for kids that are accessible to their age.
We often notice that the vast majority of children's fingers are inactive, their movements are inaccurate and inconsistent: children hold a spoon in their fist, with difficulty correctly take a brush and pencil, they cannot always fasten buttons, zippers, tie a hat, lace up shoes. Lack of development of the motor analyzer and fine motor skills in childhood, it becomes more and more common and in almost all cases affects the development of speech, not only oral, but also written.
You need to start working on the development of fine motor skills from an early age. Already a baby can massage his fingers, thereby affecting the active points associated with the cerebral cortex.
And, of course, in the senior school age 5 - 7 years old, work on the development of fine motor skills and hand coordination should be an important part of preparing for school, in particular, for writing.
Why is it important for children to develop fine motor skills? The fact is that in the human brain, the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thus activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.
Including preparatory exercises for the development of fine motor skills, we simultaneously form in the child the ability to accurately and deftly perform certain movements. The best is the use of physical education minutes. During physical education sessions, children are invited to “construct” various objects and objects from their fingers. Such an unusual game activity in children causes a pronounced interest and emotional mood. This allows you to mobilize their attention to the maximum. The desire of children to quickly and accurately reproduce the finger figure stimulates memorization. It should be remembered that the development of fine coordination of movements and manual skill presupposes a certain degree of maturity of brain structures, the control of hand movements depends on them, therefore, in no case should a child be forced.
And, of course, at the senior preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of preparing for school, in particular, for writing. Consequently, the level of speech development of children is always in direct proportion to the degree of development of "fine" movements of the fingers. And when a child enters school, it is important that he not only has a well-developed speech, but also a trained hand, and has hand-eye coordination.
aim This work is to disclose the relevance of using various methods and techniques to improve the development of finger motor skills as one of the areas of work on the prevention of written speech in speech therapy work in children with speech disorders of senior preschool age, to show the significance of using the proposed tasks in preparing a hand for writing.
As a result of achieving the stated goal, a number oftasks:
Strengthening the psychological base of the child.
Expansion and enrichment of the child's speech experience.
The development of switching from one movement to another.
Development and improvement of general and fine motor skills.
Development of the sensory-perceptual sphere.
Prevent the possible occurrence of dysgraphia by developing fine motor skills.
Education of friendly relations with peers in joint activities; development of the desire to perform tasks qualitatively.
Encourage interest in speech therapy classes; encourage children to be active in class.
Work on generalization of experience allowed to create diversity didactic games on the development of fine motor skills and the prevention of dysgraphia, which can be used not only by a teacher in the classroom kindergarten but also parents at home. The level of development of fine motor skills is one of the indicators of a child’s readiness for schooling, therefore the content of these games and exercises allows, in the process of game situations, through sensations with the active inclusion of auditory and visual analyzers, to form not only fine motor skills, but also inner speech, memory, logical thinking, Creative skills. The proposed tasks gradually become more difficult, and the children make up the figures, first according to the model, then according to the plan. Some tasks are accompanied by verses (remember, repeat ...) and riddles (guess ...).
The advantage of games for the development of fine motor skills in children is that they do not require any special toys, manuals, etc. The games use improvised materials that are in any home: clothespins, buttons, beads, cereals, etc.
The work on the generalization of pedagogical experience made it possible to interest not only teachers, but also parents in the problem of insufficient development of fine motor skills in children of older preschool age, and later, at school age, with the advent of dysgraphia.
The innovation of this experience lies in the fact that the introduction of visual models into the learning process will allow the speech therapist to more purposefully develop the impressive speech of children, enrich their active vocabulary, consolidate word-building skills, form and improve the ability to use various sentence structures in speech, describe objects, develop general and small hand motor skills, compose a story. When working with this material, the degree and severity of the speech defect, the level individual development each child-logopath, age characteristics of preschool children, consideration of the speech environment.
To determine the main ways of developing and improving fine motor skills as one of the areas for the prevention of written speech in speech therapy work in children with speech disorders of older preschool age, I conducted a diagnosis among children to determine a predisposition to dysgraphia, a test to identify the level of endurance and muscle speed hands, diagnostics, evaluation of the level of speech development; a test for determining the handiness of a child, diagnostics of spatial perception and constructive praxis using Koos cubes, a questionnaire for parents, a series of consultations for preschool teachers and parents. Based on the results of the above work, games and exercises for children, consultations and recommendations for preschool teachers, school teachers and parents were developed.
The main ways of development and improvement of small motoricsas one of the areas of work on the prevention of written speech in corrsectional and speech therapy work in children with speech disorderssenior preschool age.
Passive gymnastics (massage and self-massage)
Active gymnastics (well-known designers, lacing, puzzles, colorful clothespins, mosaics, beads, buttons, matches, counting sticks).
Finger and conjugate gymnastics(static, dynamic exercises. The purpose of conjugate gymnastics is to draw the child's attention to the sensations that arise from the movements of the muscles of the fingers and lips; to teach how to control these movements. In conjugated gymnastics, exercises are also offered for the simultaneous work of fingers and tongue).
fingers kovy theater and finger shadow theater (Speech is just beginning to take shape, and exercises for fingers, tongue, lips, turned into exciting game help to strengthen and develop the speech apparatus).
Graphic exercises, finger and palm drawing, origami(Performing graphic exercises at preschool age is very important for the successful mastery of writing. A special place in the development of graphic motor skills is occupied by hatching, stenciling figures or objects using simple and colored pencils, designing).
Physical education minutes in Sochi dancing with finger gymnastics (Traditionally, physical education sessions are held in combination with the speech of children. Speaking poetry simultaneously with movements has several advantages: speech is rhythmized by movements, becomes clearer, more emotional, and the presence of rhyme has a positive effect on auditory perception. The combination of finger exercises with speech accompaniment in poetry form allows you to achieve the greatest learning effect).
Logorhythm (The fundamental principle of conducting classes is the relationship of speech, music and movement. Movement acts here as the main means of interaction between the child and the outside world).
Preparing your hand for writing. The accuracy of graphic actions is ensured by muscular control over fine (fine) motor skills of the hands. This is the dexterity of the fingers and hands, the coordination of their movements. The development of fine finger movements can be judged by observing how the child draws or paints over the details of the picture. If he constantly turns the sheet, cannot change the direction of the lines with the help of subtle movements of the fingers and hand, then the level of development of fine motor skills is insufficient. Test for the development of graphic skill.
Development of a graphic skill (graphic dictation, line drawing: straight and curly paths, drawing: by points, by contours, by cells, hatching with different directions of hand movement, silhouette hatching .
In the implementation of pedagogical experience, individual-subgroup forms of work are mainly carried out.
Presented work experience You, gave stable positive results in the correction and normalization of speech, both oral and written, in children of senior preschool age.
The final diagnosis, carried out at the end of the school year, proves the effectiveness of the system of correctional and speech therapy work on the development of finger motor skills as one of the areas for the prevention of written speech in correctional and speech therapy work with children of older preschool age. In children:
A positive motivation for learning, cognitive and speech activity is formed;
More subtle sensations of the hands and fingers, perception, attention, memory, imagination develop;
Children form full-fledged structural-dynamic mechanisms of internal readiness to master the process of writing;
Muscle activity develops;
Dexterity, accuracy, expressiveness, coordination of movements develop, working capacity increases, the tone of the cerebral cortex
Thus, the implementation of this correctional and developmental work makes it possible to increase the level of preparedness of children for schooling.
To achieve the greatest effect in exercises for the development of fine motor skills of the fingers, the movements of compression, stretching, relaxation of the hand, the use of an isolated movement of each of the five fingers, and not just the "social zone of the hand" should be combined.
Advice for parents and teachers, working with a child:
trytake into account his individual characteristics, bbe patient and kindpomogateovercome the inevitable difficulties without making themx tragedy, that is, simply learn to understand it!
highest qualification category
MDOU "Kindergarten No. 25 "Teremok"
Volsk, Saratov Region"
Volsk, 2010
1. Formation of knowledge in children at the level of letters and syllables…………………….. 5
2. Formation of knowledge in children at the word level……………………………….7
3. Formation of knowledge in children at the level of phrases, sentences ... .. 9
4. Application in classes to train children by literacy of individual cards ............................................................................................................ 10
Conclusion. Bibliography ……………………………. 15
Project activity with children of senior preschool age
Abstract ……………………………………………………………………………….16
Stage 1. Goal setting ………………………………………………………..….18
Stage 2. Project Development …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 19
Stage 3. Ways of implementation ………………………………………………………... 19
Table "List of fairy tales and cartoons for use in the passage of lexical topics in the classroom for the development of connected speech" …………… .. 20
Stage 4. Project presentation …………………………………………………… 22
2. Abstracts:
1. Thematic final lesson in the group preparatory to school on fairy tales “Reading Pushkin” …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
2. Speech therapy lesson in the preparatory school group “Pinocchio and Donut learn sounds. Differentiation /B/-/P/» ………………………………………… 26
3. Logarithmic lesson in senior group children with OHP “Meeting with Fedora”……………………………………………………………………………….. 28
4. Quiz for children of the preparatory school group and their parents “Fairy tale - leaven for a good day” ………………………………………………………… 31
5. KVN in the preparatory school group “What a charm these fairy tales are!” .. 35
6. Speech entertainment in the preparatory school group "Journey to the Flower City" …………………………………………………………………… 44
7. Final lesson in the senior speech therapy group “The Magic World of Flowers”………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………49
8. Lesson with parents of pupils of the senior speech therapy group“Meeting in the country of childhood” ………………………………………………………………….. 53
– teacher - speech therapist of the highest qualification category, MDOU "Kindergarten No. 25 "Teremok", Volsk, Saratov Region", Honorary Worker general education RF.
Tatyana Nikolaevna is a competent, creative, qualified teacher, who is well versed in the methodology remedial education and education of children with impaired speech development.
Tatyana Nikolaevna takes an active part in the work of the district methodical association teachers - speech therapists of preschool educational institutions, is a member of the district psychological - medical - pedagogical commission, creative team teachers - speech therapists preschool educational institution.
Tatyana Nikolaevna uses her work experience in municipal and inter-municipal competitions of pedagogical skills. She is an active participant in regional seminars, the All-Russian methodological conference " Methodological support national educational initiative "Our new school". The materials of this teacher are published in the collections of the Municipal Educational Institution "UIMC", Volsk, Saratov Region, Information Center "Science", Saratov.
Tatyana Nikolaevna has a website in the information network "Bibigon", where she shares her experience with colleagues, is an active member of the network community of teachers - speech therapists Open class.
Development of cognitive abilities of preschoolers
in literacy classes
« Learning must go ahead
development and lead it
Preparation for teaching literacy is one of the main tasks of a teacher - a speech therapist in kindergarten. Years of experience work with preschool children suggests that about half of preschoolers experience difficulties in acquiring literacy, and these difficulties arise not only in speech pathologists, but also in children with pure speech.
Following the recommendations of a well-known psychologist, literacy training should begin during the formation of the mental functions of a preschooler. The most effective for using the rich opportunities of the child in mastering literacy is the age of 4-5 years, the so-called period of "linguistic talent", the special susceptibility of the preschooler to speech. It is necessary to satisfy the cognitive interest of the child in time and direct his desire and will to master the skills important for schooling: to analyze, synthesize, compare, generalize, think logically.
To improve the efficiency of teaching literacy in kindergarten, it is recommended to use various types of activities that stimulate the mental activity of children. Psychologists have proved that the most fully and clearly perceived and remembered by the child is what was interesting to him. Knowledge acquired without interest, not colored by one's own positive attitude, emotions does not become useful. In the classroom, children should not just learn something, but try, experiment, gain knowledge on their own. As practice has shown, entertaining speech material, interesting games and exercises, surprise moments contribute to the development of children's cognitive abilities, create a positive emotional mood during classes.
On the speech therapy classes it is desirable to use a variety of exercises and games with a clearly organized system feedback: cards, symbols, digital series, sound lines, diagrams, ball actions, movements, etc., which helps children not only learn to read, but also prevent writing disorders (dysgraphia).
Games-plays contribute to the development of phonemic hearing, sound-letter analysis, replenishment and activation of the dictionary, the formation of correct sound pronunciation, coherent speech, and the ability to correctly express one's thoughts.
1. Formation of knowledge in children at the level of letters and syllables
For the formation of knowledge in children at the level of letters and syllables, games, tasks and exercises are used:
1) laying out letters from counting sticks with fixing attention on the location and number of elements (using poems by A. Shibaev);
2) reconstruction of letters (add, move, remove stick);
3) designing letters from various materials (pebbles, braid, pencils), a game - "Letter Patterns";
4) modeling letters according to the model and independently from the elements: oval, semi-oval, long and short sticks;
5) drawing or coloring associative drawings, the game - "What does the letter look like?";
6) determination of the correct letter among the "mirror" contours of letters superimposed on each other, the game - "Letters - shifters";
7) finding the missing element of the letter, the game - "Grandfather Bookvoed";
8) finding letters in geometric shapes, in drawings, in isographs, the game - "Find the letter";
9) tracing letters on a stencil or template, shading or coloring letters, a game - “Let's dress the inhabitants of Bukvograd”;
10) inventing words for given letter in a certain position, the game is “Who is more?”;
12) compiling syllables according to the first sounds of words (from pictures and without them);
13) inventing words for a certain syllable, the game - "Syllabic Auction".
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Game - "Inhabitants of Bukvograd" Stage 2. Project development 1. Bring to the attention of the project participants the importance of this topic. 2. Conduct a consultation for teachers of the preschool educational institution "A fairy tale is our friend and helper." 3. Pick up a methodical, fiction, illustrative material on the topic of the project. 4. Pick up toys, make attributes, puppet characters for play and theatrical activities. 5. Pick up material for visual and productive activities. 6. Draw up a long-term work plan Stage 3. Project implementation
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