The main methods of speech therapy influence table. Explanatory note: project passport: information about the children for whom the materials provided are designed
1. Speech therapy as a science
speech therapy - this is the science of speech disorders, methods of their prevention, detection and elimination by means of special training and education.
Speech therapy studies:
Causes
Mechanisms
Symptoms of speech disorders
Flow
Structure
The term "LOGOPEDIA" consists of two Greek words:
"Logos" is a word
"Paideo" - I educate RIGHT SPEECH EDUCATIONThe subject of speech therapy-- 1. speech disorders
2. the process of teaching and educating correct speech in people with
speech disorders
Object of study- a person suffering from speech disorders.
Speech disorders are also studied by representatives of other sciences:
physiologists
Neurologists
Psychologists
Linguists
Everyone considers them from a certain point of view in accordance with the goals, objectives and means of his science.
Speech therapy belongs to the block of sciences of special pedagogy.
Structure of speech therapy :
 |
 |
The purpose of speech therapy
Development of a science-based system of training, education and re-education of persons with speech disorders
Prevention of speech disorders.
The first mention of speech disorders is in ancient Greek culture - a papyrus dating back to the 17th century. BC. This papyrus is believed to be a copy of an even older treatise dating back to the 30th century BC.
It called diseases of speech, put D.S. treatment was prescribed.
Hippocrates gives the most complete and systematic description of speech disorders in ancient medicine. His writings describe:
· loss of speech
· sound pronunciation disorders
· incomprehensible speech
· stuttering
Tasks of speech therapy
1. study of the ontogenesis of speech activity in various forms speech disorders
2. determination of the prevalence, symptoms, degree of manifestations of speech disorders
3. revealing the dynamics of spontaneous and directed development of children with speech disorders, the nature of the influence of speech disorders on personality formation, mental development
4. study of the features of the formation of speech and speech disorders in children with various developmental disabilities
5. identification of the etiology, mechanisms, structure and symptoms of speech disorders
6. development of methods pedagogical diagnostics speech disorders
7. systematization of speech disorders
8. development of principles, differentiated methods and means of eliminating speech disorders
9. improvement of methods for the prevention of speech disorders
10. development of issues of organization of speech therapy assistance
There are two aspects of speech therapy:
Theoretical -- practical
Principles and methods of speech therapy as a science
Speech therapy is based on the following basic principles
systemacity
complexity
development principle
Relationship with other aspects of mental development
the ontogenetic principle
the principle of accounting for etiology and mechanisms
taking into account the symptoms of the disorder and the structure of the speech defect
bypass principle
general didactic principles
Let's consider some of them:
1. The principle of consistency
Speech is a complex functional system, the structural components of which are in close interaction. When studying and correcting, all components of this system should be affected.
2. The principle of complexity
Speech disorders are included in the syndromes of nervous and neuropsychiatric diseases (dysarthria, stuttering). Elimination of speech disorders should be comprehensive (medical-psychological-pedagogical)
3. Development principle
Isolation in the process of speech therapy assistance of those tasks, difficulties, stages that are in the zone of proximal development.
4. ontogenetic principle
Speech therapy work is carried out taking into account the sequence of the appearance of the forms and functions of speech and the types of activities of the child in ontogenesis
5. The principle of symptomatic disorder
In each case of a speech disorder, a leading defect is established.
6. Workaround principle
7. General didactic principles:
The formation of a new functional system occurs bypassing the affected link
Methods of speech therapy how sciences can be divided into 4 groups:
Organizational Methods
Comparative
Longitudinal (dynamics)
Complex
empirical methods
Observational (observation)
Experimental (
Laboratory, natural formative or psychological-pedagogical experiment
Psychological diagnostic (tests, questionnaires, conversations, interviews)
Praximetric methods of activity analysis
Biographical (collection and analysis of biographical data)
Quantitative and qualitative analysis of the obtained data (mathematical-statistical methods)
Interpretive methods (connection between the studied phenomena)
Speech- a historically established form of communication between people, mediated by language.
Language- a system of signs, a means of human communication and thinking.
There are two forms of speech - external and internal.
External speech (expressive) - has a sound expression. Includes the following types:
 |
||
 |
||
Dialogic speech- occurs during direct communication between two or more interlocutors, consists in the exchange of remarks.
monologue speech- a consistent coherent presentation by one person of a certain system of knowledge or event.
There are three main types of monologue speech: narration (story, retelling, message, etc.), description and reasoning.
Written speech- Graphically designed speech, organized on the basis of letter images.
inner speech- this is silent speech that occurs when a person thinks about something, mentally composes his statements.
In ontogeny, inner speech is formed in a child on the basis of outer speech and is one of the mechanisms of thinking.
Speech norm- generally accepted options for using the language in the process of speech activity.
Speech disorder- deviation in the speaker's speech from the language norm adopted in a given language environment, due to a disorder in the normal functioning of the psychophysical mechanisms of speech activity.
Speech disorders are characterized by the following features:
Doesn't match the speaker's age
Are not dialectisms, illiteracy and expression of ignorance of the language
Associated with deviations in the functioning of the psychophysical mechanisms of speech
They are stable, do not disappear on their own, but are fixed
Requires a certain speech therapy impact
Often have a negative impact on the further mental state of the child and his development
Synonyms "speech disorders" :
- "speech disorders"
- "speech defects"
- "lack of speech"
- "speech pathology"
- "speech deviation"
Distinguish:Practical methods of speech therapy influence include game exercises and modeling.
The exercise- this is the repeated repetition by the child of practical and mental specified actions. In speech therapy work, they are effective in eliminating articulatory and voice disorders, since children develop practical speech skills or prerequisites for their development, mastering various methods of practical and mental activity. As a result of the systematic implementation of articulatory exercises, the prerequisites are created for setting the sound, for its correct pronunciation. At the stage of setting the sound, the skill of its isolated pronunciation is formed, and at the stage of automation, they achieve the correct sound pronunciation in words, phrases, sentences, coherent speech. Mastering the correct speech skills is a long process that requires a variety of systematically used activities.
Exercises are divided into:
- · Imitative performance
- constructive
- · Creative
Imitative-performing are performed by children in accordance with the model. In speech therapy work, exercises of a practical nature (respiratory, vocal, articulatory, developing general, manual motor skills) occupy a large place. On the early stages assimilation, a demonstration of actions is used, and during repetitions, as the mode of action is mastered, the visual demonstration is more and more “curled up”, replaced by a verbal designation. Thus, the performance of articulatory exercises is initially carried out according to a visual demonstration, based on the visual perception of the performance of tasks by a speech therapist, in the future they are only called.
In speech therapy work, various types of construction are used. For example, when eliminating optical dysgraphia, children are taught to construct letters from elements, from one letter to another.
In the exercises of a creative nature, it is supposed to use the learned methods in new conditions, on a new speech material. So, when forming sound analysis and synthesis, the definition of the sequence of sounds is first given based on auxiliary means, and later only in terms of speech, since the assimilation of the action of sound analysis is transferred to new conditions. And finally, the action of sound analysis is considered formed if it can be performed internally (the child independently invents words with a certain sound, number of sounds, selects pictures whose names contain sounds, etc.).
Also used in speech therapy speech exercises. An example of them is the repetition of words with set sound in the correction of violations of sound pronunciation.
Usage game exercises(for example, imitation of an action: they cut firewood, trees sway from the wind, imitation of the gait of a bear, a fox) causes an emotionally positive mood in children, relieves their stress.
Performing any exercises contributes to the formation of practical skills only if the following conditions are met:
- 1. The child's awareness of the goal. It depends on the clarity of the task statement, the use of the correct demonstration of the methods of execution, the dissection of the display of complex exercises, taking into account the age and mental characteristics of the child;
- 2. Systematicity, which is realized in multiple repetitions (in speech therapy classes, outside them, in the classroom, during extracurricular time using a variety of speech and didactic material and various situations of speech communication);
- 3. Gradual complication of conditions, taking into account the stage of correction of the age and individual psychological characteristics of the child;
- 4. Conscious implementation of practical and speech actions;
- 5. Independent performance at the final stage of correction (although at the initial stages of correction, exercises can be performed with the help of a speech therapist, with mechanical assistance, etc.);
- 6. Differentiated analysis and performance evaluation.
The game method involves the use of various components of game activity in combination with other techniques:
b Showing
b Explanation
b Instructions
b Questions
One of the main components of the method is an imaginary situation in expanded form (plot, role, game actions). For example, in the games “Shop”, “Call the doctor”, “At the forest edge”, children distribute roles, using masks, clothing details, speech and non-verbal actions, create images of people or animals, in accordance with the role they enter into certain relationships during the game. . In the game method, the leading role belongs to the teacher, who selects the game in accordance with the intended goals and objectives of correction, distributes roles, organizes and activates the activities of children.
With kids preschool age various games are used: with singing, didactic, mobile, creative, dramatization. Their use is determined by the tasks and stages of correctional speech therapy work, the nature and structure of the defect, age and individual mental characteristics of children. For example, games for the development of auditory attention in children, finger games accompanied by chants, an objective environment for development is presented. fine motor skills fingers. This is good. But when examining children in need of specialized speech therapy, it is revealed that often the muscles of their fingers are weak, children cannot accurately reproduce the given position, cannot hold it. Particular difficulties are caused by tasks for changing finger positions, reproducing a given tempo in movements. What is the reason for such violations? Without dwelling on the anatomical and physiological aspects, let us consider the pedagogical reasons. When conducting finger games, children collectively perform movements inaccurately, they are not aware of the discrete (individual) positions of the fingers, and the speech accompaniment of the game is also a distraction. In this regard, it seems appropriate, along with the use of finger games, daily finger gymnastics with children, which includes a complex of separate or alternating postures and movements for the fingers in a certain order and pace. This will allow more comprehensive work on the development of fine motor skills of fingers in children.
Modeling is the process of creating models and using them to form ideas about the structure of objects, about the relationships and connections between the elements of these objects.
The effectiveness of their use depends on the following conditions:
- · The model should reflect the main properties of the object and be similar in structure to it;
- Be accessible to the perception of a child of this age;
- · Should facilitate the process of mastering skills, abilities and knowledge.
Sign-symbolic modeling has received wide application. For example, when forming sound analysis and synthesis, graphic schemes of the sentence structure, syllabic and sound composition of the word are used.
The use of the model presupposes a certain level of formation of mental operations (analysis, synthesis, comparison, abstraction, generalization).
Various methods are used in speech therapy work: practical, visual and verbal. The choice and use of this or that method is determined by the nature of the speech disorder, the content, goals and objectives of the correctional and speech therapy impact, the stage of work, the age, individual psychological characteristics of the child, etc.
Visual methods - forms of mastering knowledge, skills and abilities, which are significantly dependent on the visual aids used in teaching and technical means learning.
a. Observation - the use of paintings, drawings, articulation profiles, layouts, as well as showing the articulation of sound, exercises.
Visual aids should:
be clearly visible to all;
selected taking into account the age and individual characteristics of the child;
correspond to the tasks of speech therapy work at this stage of correction;
be accompanied by precise and specific speech;
· the verbal description of the object should contribute to the development of analytical and synthetic activity, observation, speech development.
Benefits can be used for various purposes:
ü correction of violations of the sensory sphere (perceptions of color, shape, size),
ü development phonemic perception(find objects in the picture whose names have a practiced sound),
ü the development of sound analysis and synthesis (find objects in the plot picture, in the name of which there are 5 sounds),
ü fixing the correct pronunciation of sound,
the development of vocabulary words,
the development of grammatical structure,
ü development of coherent speech (composing a story based on a plot picture, based on a series of plot pictures).
b. Audio playback accompanied by a conversation of a speech therapist, retelling. Audio recordings of the speech of the children themselves are used for analysis, to identify the nature of the violation, to compare speech at various stages of correction, to build confidence in the success of the work.
c. Filmstrips, films are used to automate speech sounds during a conversation when retelling content, to develop fluent speech skills while eliminating stuttering, to develop coherent speech.
Methods of speech therapy influence, characteristics of the group of verbal methods
Speech therapy impact as the basis for building individual speech therapy classes, is carried out by various methods.
The following methods are used in speech therapy work: practical, visual and verbal. The choice and use of this or that method is determined by the nature of the speech disorder, the content, goals and objectives of the correctional and speech therapy impact, the stage of work, the age, individual psychological characteristics of the child, etc.
Main verbal methods are storytelling, conversation, reading.
Story- this is a form of teaching in which the presentation is descriptive. It is used to create in children an idea of a particular phenomenon, to evoke positive emotions, to create a model of correct expressive speech, to prepare children for the next independent work, to enrich the dictionary, to consolidate the grammatical forms of speech.
The story involves the impact on the child's thinking, his imagination, feelings, encourages verbal communication, the exchange of impressions. In to school age it is desirable to accompany the story with a demonstration of a series of plot pictures. Before playing the text, you can conduct a short preliminary conversation that will prepare the children for its perception. After the story, a conversation is held, an exchange of impressions, retelling, dramatization games, depending on the tasks of speech therapy work.
Depending on the didactic tasks, preliminary, final, summarizing conversations are organized. During the preliminary conversation, the speech therapist reveals the knowledge of the children, creates a setting for mastering a new topic.
When evaluating a child's activity, it is necessary to take into account his age and individual psychological characteristics. Uncertain, shy, acutely experiencing their defect should be encouraged more often to show pedagogical tact in evaluating their work.
The development of a child's voice is conditionally divided into several periods: preschool up to 6-7 years, pre-mutation from 6-7 to 13 years, mutation - 13-15 years and post-mutation - 15-17 years. In the pre-mutation period, in parallel with the anatomical growth of the organs of voice formation, the development of the receptor apparatus of the larynx ends, and by the age of 12, in terms of location and morphological structure, it corresponds to the receptor apparatus of an adult. The child's voice is gradually developing, its range is expanding to 11-12 notes.
Voice mutation occurs as a result of changes in the vocal apparatus and throughout the body under the influence of age-related endocrine restructuring that occurs during puberty. The time during which the transition of a child's voice to an adult takes place is called the mutation period. This phenomenon is physiological and is observed at the age of 13-15 years.
In girls, the voice changes gradually, losing its childish properties. During the mutational period, the children's larynx increases in size. In boys, the thyroid cartilage begins to increase in the sagittal direction, forming a bulge on the front surface of the neck with its anterior angle - the "Adam's apple". In the acute course of the mutation, the voice of the boys drops by an octave, hoarseness appears, the sounds of the bass timbre suddenly slip into falsetto. There is a so-called “breaking” of the voice. The duration of the mutation is from one - several months to 2-3 years.
The entire period of mutation is divided into three stages: primary, basic- peak and final.
initial stage characterized only by slight reddening of the vocal folds. The main stage is accompanied by reddening of the mucous membrane of the entire larynx, sometimes there is a non-closure of the posterior thirds of the vocal folds by type equilateral triangle. Both synchronous and asynchronous oscillations of the vocal folds are noted.
The final stage of the mutation fixes the mechanism of the voice formation of an adult.
The post-mutation period is characterized by a slight vulnerability of the fragile vocal apparatus, a rapidly onset voice fatigue. During this period, the range expands and the individual timbre, height, and power of the voice are determined.
In medicine, there are two terms for voice disorders. This is aphonia - an absolute loss of voice, dysphonia - a deterioration in its quality, strength and coloring of sound.
Cause The development of all disorders are various pathological changes in the voice-forming organs, voice fatigue and a huge number of sensations associated with sensory disorders.
The disease occurs equally often in different age groups. Attempts to sing on their own often lead to excessive stress on the vocal cords and increase the risk of developing voice pathologies. With untimely medical care these children run the risk of forever being left with a defective vocal apparatus.
Phonopedia- this is a pedagogical impact, the essence of which is to perform various exercises to improve breathing and the functions of the neuromuscular apparatus of the upper part of the respiratory throat. During the classes, patients learn to speak with a minimum load on the articulatory apparatus and achieve the best acoustic effect.
dysphonia- partial violations of pitch, strength and timbre.
Voice disorders are divided into central and peripheral, each of them can be organic and functional. Most of the violations manifest themselves as independent, the causes of their occurrence are diseases and various changes in the vocal apparatus only.
TO peripheral organic disorders relate dysphonia and aphonia with chronic laryngitis, paresis and paralysis of the larynx, conditions after removal of tumors.
Functional voice disordersare not accompanied by inflammatory or anatomical changes in the larynx. Causes of functional pathology: voice fatigue, poor voice production, various infectious diseases and influence of mental factors.
Peripheral functional disorders include phonasthenia, hypo- and hypertonic aphonia and dysphonia.
Hypotonic dysphonia (aphonia) due to paresis internal muscles of the larynx Hypertonic (spastic) voice disorders associated with an increase in the tone of the laryngeal muscles with a predominance of tonic spasm at the time of phonation.
Functional voice disorders of central origin include functional, or psychogenic aphonia. It arises suddenly as a reaction to a traumatic situation in persons prone to hysterical reactions, more often in girls and women. With the complete absence of voice, a sonorous cough and laughter persist, this is an important diagnostic sign. The form of non-closure of the vocal folds during the examination is very variable. Functional aphonia can take a long time, and after restoration of the voice, relapses are possible.
The principles of speech therapy work are general starting points that determine the activities of a speech therapist and children in the process of correcting speech disorders.
General didactic principles of speech therapy influence: educational nature of education, scientific character, systematic and consistent nature, accessibility, visibility, consciousness and activity, strength, individual approach.
Special principles of speech therapy influence:
1) Etiopathogenetic - taking into account the etiology and mechanisms of speech disorders (When eliminating speech disorders, it is necessary to take into account the totality of etiological factors that cause their occurrence. These are external, internal, biological and socio-psychological factors. The content of speech therapy influence depends on the mechanism of speech disorders. With the same symptomatology of disorders speech, various mechanisms are possible.)
2) Consistency and consideration of the structure of speech disorders (Assumes the need to take into account the structure of the defect in speech therapy work, determine the leading disorder, the ratio of primary and secondary symptoms. The complexity of the structural and functional organization of the speech system causes a disorder of speech activity as a whole in violation of even its individual links. This and determines the significance of the impact on all components of speech in the elimination of speech disorders.)
3) Complexity (Complex medical-psychological-pedagogical impact is very important in eliminating all complex speech disorders, but it is especially significant in eliminating dysarthria, stuttering, alalia, aphasia.)
4) A differentiated approach (carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, the age and individual characteristics of the child. In the process of correcting speech disorders, general and specific patterns of development of abnormal children are taken into account. Speech therapy work to correct speech disorders in various categories of abnormal children has its own specifics, due to the peculiarities of their sensorimotor and mental development.In the process of speech therapy, it is necessary to take into account the level of development of speech, cognitive activity, especially the sensory sphere and motor skills of the child.)
5) Staged (Speech therapy impact is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods and methods of correction. The prerequisites for the transition from one stage to another are consistently formed. For example, work to eliminate dyslalia includes the following stages: staging, automation, differentiation of sounds.)
6) Development (involves the allocation in the process of speech therapy work of those tasks, difficulties, stages that are in the zone of proximal development of the child.)
7) Ontogenetic (Speech therapy impact is based on the ontogenetic principle, taking into account the patterns and sequence of formation of various forms and functions of speech. The formation of correct speech skills, forms and functions of speech is carried out from simple to complex, from concrete to more abstract, from productive forms to unproductive , from situational speech to contextual, from the assimilation of semantic relations to the assimilation of formal features of speech (language) units.)
8) Taking into account age and personality characteristics (Peculiarities of personality formation in children with various forms of speech disorders, as well as age characteristics are taken into account. Of particular importance is the consideration of personal characteristics in the correction of speech disorders associated with brain disorders (alalia, aphasia, stuttering, dysarthria In this case, in the symptomatology of the disorder, pronounced features of personality formation are noted, which are both primary in nature, due to organic damage to the brain, and the nature of secondary layers.)
9) Activity approach (Correction of speech disorders is carried out taking into account the leading activity. In preschool children, it is carried out in the process of playing activity, at school age, the leading activity is educational.)
10) Using a workaround (i.e., the formation of a new functional system bypassing the affected link. So, in the process of overcoming alalia, aphasia great importance has the creation of new functional systems based on preserved links.)
11) Formation of speech skills in conditions of natural speech communication (Taking into account the leading activity of the child in the process of speech therapy work, various situations of speech communication are modeled. To consolidate the correct speech skills in conditions of natural speech communication, close communication is necessary in the work of a speech therapist, teacher, educator, family.)
Teaching method is a way of joint activity of a teacher and children, aimed at mastering children's knowledge, skills and abilities, at the formation of mental abilities, education of feelings, behavior and personal qualities. Various methods are used in speech therapy work:
1)Practical:
a) an exercise is a repeated repetition by a child of practical and mental given actions. They are divided into imitative-performing (performed by children in accordance with the model, for example, practical exercises - breathing, vocal, articulatory, developing general, manual motor skills), constructive (using various types of construction) and creative (involving the use of learned methods in new conditions, on new speech material).
b) games involve the use of various components of gaming activity in combination with other techniques: demonstration, explanation, instructions, questions. One of the main components is an imaginary situation in expanded form (plot, role, game actions).
c) modeling is the process of creating models and their use in order to form ideas about the structure of objects, about the relationships and connections between the elements of these objects. Sign-symbolic modeling has received wide application.
2) visual: they are those forms of mastering knowledge, skills and abilities that are significantly dependent on the visual aids and technical teaching aids used in teaching. The use of manuals facilitates the assimilation of materials, contributes to the formation of sensory prerequisites for the development of speech skills. Reliance on sensory images makes the assimilation of speech skills more specific, accessible, conscious, and increases the efficiency of speech therapy work. These include observations, viewing drawings, paintings, layouts, viewing filmstrips, movies, listening to records, tape recordings, showing a sample task, a method of action.
3) verbal: the features of their use are determined by the age characteristics of children, the structure and nature of the speech defect, goals, objectives, and the stage of corrective action.
a) a story is a form of learning in which the presentation is descriptive. It is used to create in children an idea of a particular phenomenon, to evoke positive emotions, to create a model of correct expressive speech, to prepare children for subsequent independent work, to enrich the dictionary, to consolidate grammatical forms of speech.
b) conversation (depending on the didactic tasks, preliminary, final, summarizing conversations are organized)
c) reading
According to the nature of the orientation, the methods of speech therapy work are divided into methods of "direct influence" (for example, the impact on articulatory motility when eliminating dyslalia) and methods of "workarounds" (for example, the creation of new functional connections bypassing the broken links of the speech functional system in aphasia).
Home > Explanatory noteMethods and techniques of logopedic influence.
1. Imitatively performing;
manual;
3.Creative
The use of methods and techniques in the work on the formation of vocabulary
and grammatical structure of speech.
Dictionary expansion
Formation of the function of word formation
Development of coherent speech
Formation of inflection
Formation of the syntactic side of speech
Visual Methods:
Using the layout "Speech therapy village", manual "Fairy frigates"
Verbal Methods:
Story, conversation, explanation,
Clarification and dissemination of the statement;
Drama games.
Practical Methods:
Creative exercises;
Sign schemes;
Logotales.
Visual methods:
Show sample task and method of execution;
Using the layout "Speech therapy village";
tape recordings;
Sign-symbolic modeling.
verbal methods.
Reception of word creation;
Word games.
Practical Methods:
imitative performance and creative exercises;
Attachment models.
Visual methods:
tape recordings;
looking at pictures;
Using the sandbox;
Model "Speech therapy village";
Descriptive schemes.
Verbal Methods:
Story;
Retelling;
Dramatization games;
Logotales.
Practical Methods:
Imitative performance and role-playing games;
Question-answer games.
Visual methods:
Using the sandbox;
Models for working with prepositions;
Model "Speech therapy village";
Tape recordings.
Verbal Methods:
Retelling;
Show sample execution.
Practical Methods:
Speech, imitative-performing and game exercises;
Logotales.
Visual methods:
Use of benefits "Speech therapy village"; sandbox, fabulous frigates;
Examination of paintings and drawings;
Show a sample task and how to complete it.
Verbal Methods:
Acceptance of writing a letter;
Refinement and dissemination of the statement.
Practical Methods:
Modeling;
Graphic schemes;
Speech and creative exercises;
Using the sandbox.
2) Expected results of corrective work.
Generally. Children show interest in learning activities throughout the lesson, are active in the classroom, independently reason, classify, make generalizations and conclusions. They adequately respond to the assessment of their activities, have solid knowledge about the world around them, use the acquired skills in practical activities. Formation of lexical representations. Children have a rich vocabulary. Unmistakably use generalizing words and concepts. Speak freely on topics that go beyond the visible situation. Own subject concepts in accordance with the program, establish private and general connections between them. Formation of the grammatical structure of speech. As a result of correctional work, by the end of the year, the intensity of word creation in children has noticeably decreased, a critical attitude to speech, its grammatical design has developed, and speech self-control has been developed. During this period, children quite accurately understand the meanings of words expressed by prefixes and suffixes, distinguish between morphological elements of words that express the meaning of number and gender. Children sufficiently understand logical-grammatical structures that express cause-and-effect, temporal and spatial relationships. Formation of coherent speech. Children are able to compose texts of various types: description, narration, reasoning. Children's descriptions include the name of the object, its details and qualities. With a narrative story, a clear structure of the text is visible, and children are also able to break the text into its component parts. By the end of the year, children freely enter into a dialogue with peers and adults, actively communicate on cognitive topics.Criteria for determining the level of lexico-grammatical representations
children of the 7th year of life (preparatory group).
Low speech level
| Grammatical structure of speech | Speech development |
|
| The child recognizes and names big number animals and plants, but poorly differentiates animals by habitat and does not know many words denoting parts of the body of animals, parts of clothing, furniture, utensils. The possibilities of using the subject dictionary, the dictionary of actions and signs are limited. Establishes private connections, compares objects according to individual characteristic features. Difficulties in identifying common features. Educational activity is unstable, associated with bright, attention-grabbing events. | The child uses only simple sentences consisting of 2-3, rarely 4 words. Gross errors in the use of grammatical constructions are noted: mixing of case forms; the use of nouns in the nominative case, and verbs in the infinitive or 3rd person form; the use of the number and gender of verbs when changing nouns by numbers is not accurate; lack of agreement of adjectives with nouns, numerals with nouns; frequent omissions of prepositions; conjunctions and particles are rarely used. | The child finds it difficult to establish connections, therefore, he makes meaningful and semantic errors in retelling and independent stories; when telling stories, the help of an adult is required. Skips the structural components of a narrative story. In creative storytelling, he repeats the stories of other children, does not use speech - evidence. |
Average level speech.
| Grammatical structure of speech | Speech development |
|
| The child distinguishes a large number of objects, singles out characteristic and, under the guidance of a teacher, essential features. Able to compare objects on the basis of differences and similarities. Doesn't own enough general terms and general connections. | The child rarely makes mistakes in agreeing numerals with nouns, adjectives with nouns in gender, number, case. Mistakes in using both simple and complex prepositions. There are minor difficulties in understanding the logical-grammatical structures that express cause-and-effect, temporal and spatial relationships | In the story, the child uses simple common sentences, almost no complex constructions are used, allows omissions, logical errors, but he corrects them with the help of an adult and peers. Shows interest in verbal communication, but is not active enough in it |
High level of speech.
| Grammatical structure of speech | Speech development |
|
| The child knows the main signs of living things, establishes connections between the state of living beings, the environment and the correspondence of conditions to needs. Owns subject concepts in accordance with the program, establishes private and general connections under the guidance of a teacher and independently. Models features of objects and relationships. Cognitive attitude is stable. | The child quite accurately understands the meanings of words expressed by prefixes and suffixes, distinguishes between the morphological elements of words that express the meaning of number and gender. Sufficiently understands logical-grammatical structures expressing cause-and-effect, temporal and spatial relationships. | The child has language skills. He is initiative and independent in inventing fairy tales, is able to compose texts of various types: description, narration, reasoning. His descriptions include the name of the object, its details and qualities. With a narrative story, a clear structure of the text is visible, and the child is also able to break the text into its component parts. Also, the child freely enters into a dialogue with peers and adults, actively communicates on cognitive topics. |
3) Monitoring, system feedback, tracking learning outcomes. Forms of current, intermediate, final control, methods of assessing knowledge, skills.
In my work, diagnostics is a form of current, intermediate, final control of the speech development of children. In carrying out the diagnosis, I relied on the examination materials set out in practical guides Filicheva T. B., Chirkina G. V. “Elimination of general underdevelopment of speech in preschool children” and Kiryanova R. A. “Complex diagnostics of preschool children with severe speech disorders” (materials of a specialist preschool), and I was also guided by such manuals as: “Speech therapy examination of the child” by Bolshakova S. E., “ Didactic material on the examination of children's speech "Bessonova T. B., Gribova O. E., "Album for a speech therapist" Inshakova O. B., "Methodological recommendations for speech therapy diagnosis and correction" Smirnova I. A. One of the methods for conducting diagnostics to identify the level of lexical and grammatical representations in children with ONR, I consider the scheme of speech therapy examination, which consists of the following points:
1. The study of the vocabulary of the language.
Independent addition by the child of the thematic series:
what sun? - warm, bright
what vegetables grow in the garden? - cucumbers...
selection of synonyms, antonyms, related words;
Mark:
Correspondence of the dictionary to the age stern;
The presence in the dictionary of verbs, adverbs, adjectives, pronouns, nouns;
The accuracy of the use of words.
2. Examination of the grammatical structure of speech.
a) Function Status inflections:
Transformation of the singular number of nouns into the plural in the nominative case;
Formation of the genitive form of nouns in the singular and plural;
Agreement with numbers (2 and 5).
b) function state word formation:
- formation of nouns with the help of diminutive suffixes;
Formation of adjectives (relative, qualitative, possessive);
Formation of names of young animals;
Formation of verbs with the help of prefixes.
3. The state of connected speech.
a) Reproduction of a familiar fairy tale:
- by memory;
- through a series of pictures.
Fairy tales: "Gingerbread Man", "Ryaba Hen", "Teremok".
b) Drawing up a story based on a series of plot pictures.
Mark:
Logical sequence in the presentation of events;
The nature of agrammatism;
Dictionary features.
4. Processing the received information, filling out diagnostic cards.
Diagnosis of children with OHP cannot be fully based on the identification of knowledge, skills and abilities. For a child of senior preschool age, it is primarily important not how much subject knowledge of a certain educational area he owns, but how this knowledge was mastered by the child. Thus, a certain set of knowledge that a child possesses does not always indicate its real results. Therefore, when selecting methods and diagnostic material, I took into account the psychological characteristics of children and the structure of the speech defect.
List of methods and diagnostic material for the examination of the lexical and grammatical structure of speech.
1 . Subject and plot pictures on lexical topics.
2 . Action pictures:
boy draws;
girl watering flowers;
Mother is washing the dishes;
grandmother knits socks;
the boy is playing with the ball;
a girl jumping rope, etc.
3. Pictures with the image different quantity items:
table - tables; hat - hats; bucket - buckets.
Game "One - many".
Purpose: to reveal the ability of children to independently form a noun plural from a singular noun.
Progress: The speech therapist shows a picture of one object and invites the child to find a picture of the same object, but in large numbers.
Pictures: ball - balls; home - at home; bucket - buckets, etc.
The speech therapist shows a picture and calls: a ball.
And you, - the speech therapist asks, - what is in the picture?
Child's answer: I have balls in the picture.
Thus, it is proposed to name all the pictures (5-6 pictures).
The game "Catch and call."
Speech therapist: I will throw the ball and name words that mean one thing; you throwing the ball ;
you will give me a word that means many things. This game reminds us of the rules of the One-Many game. The speech therapist throws the ball to the child, calling the word "house"; child
returns the ball calling the word "home". It is necessary to teach the child to combine movement with the word. The speech therapist names five to eight words.
4. Pictures depicting large and small objects.
Game "Big- little".
Purpose: To identify the ability of children to educate with the help of suffixes of nouns of diminutive meaning.
Equipment: Pictures of large and small objects.
Move: Red circles - large and small. The speech therapist offers to name what is on the card: a small circle, a large circle.
The speech therapist invites the child to name the mugs without the words “big” and “small”.
This? - points to a small circle.
Child's answer: circle.
And this? shows the speech therapist to a large circle.
Child's answer: circle.
Speech therapist: Help me, please, I need to make out the pictures.
Place small objects in the pictures under the circle, large objects under the circle.
The speech therapist places a tray with pictures of large and small objects in front of the child and monitors the child's progress in completing the task.
Under a small circle there are drawings: a Christmas tree, a ball, a ball ..
Under the large circle are drawings: a Christmas tree, a ball, a ball.
The speech therapist suggests naming large objects first, and then small ones.
Child's answer: Christmas tree, ball, ball;
Christmas tree, ball, ball.
5. Pictures depicting homogeneous objects that differ in some way (size, height, width).
Ribbons - long, short.
The fence is high, low.
Rope - thick, thin.
6. Pictures depicting two and five objects.
The game "Name how many."
The pictures are upside down. The child does not see them.
Purpose: To reveal the ability of children to agree on numbers (2 and 5) with nouns in gender, number, case.
Stroke: In front of the child are pictures that are upside down. The speech therapist offers to name what is on the card.
This is ... (the child randomly names any object). The speech therapist turns the picture over and offers to name what is on the card (ball). So all the pictures are turned over sequentially.
Speech therapist: Name the objects that are drawn on the cards.
The child calls: ball, Christmas tree, bucket, car.
There are 4 cards in front of you, but I also have a fifth, look, - the speech therapist offers the child a card with the image of two circles. - What's on the card?
Child's answer: Mugs.
Speech therapist: How many circles?
Child Answer: Two.
The speech therapist puts a card with the image of two circles in front of the pictures.
Speech therapist: Name the objects, adding the number 2.
Sample : two balls, two Christmas trees... keep going.
The speech therapist changes the first card to a card with the image of five
circles, after inviting the child to close his eyes.
Speech therapist: Open your eyes and see what has changed.
Child: New card.
Speech therapist: Count how many circles are on the card.
The speech therapist suggests naming the same pictures, but adding a number 5.
Sample :
5
balls, 5
Christmas trees.
The game "Find the extra"
Purpose: to clarify the ability of children to compare, analyze, generalize, classify, draw conclusions, distinguish an extra one from a group of homogeneous objects.
Speech therapist: Dunno drew objects for you today. Can you name what he drew? How to say in one word what Dunno drew? Why can't I say that Dunno drew vegetables and fruits? Find an extra item. Name and shade it.
Material for condition research coherent speech
1.
Pictures with action.
2 . Story pictures.
Z. Series of plot pictures (2,3,4,5)
.
4.
A series of pictures based on fairy tales: "Ryaba the Hen", "Turnip", "Teremok".
When conducting a survey of children, I relied not only on special diagnostic material, but also on my observations of the child in regime moments, play activities, and attended the classes of educators in my group to track the dynamics of the child's speech development. It follows from this that the use of variable tasks and games, various examination methods allows to more accurately identify the level of formation of lexical and grammatical representations in children, which in turn contributes to the accurate choice of methods and technologies of correctional work. 4) The results of the work. In the preparatory group, diagnostics were carried out in September (introductory), in January (intermediate) and in May (final). From September 1 to September 15, an introductory diagnosis was carried out, which showed that 60% of children preparatory group the grammatical structure of speech is largely violated, which is expressed in the difficulties of changing the cases of nouns ( draw with a pencil, no ears, dig with a shovel), in the formation of plural nouns ( tree - trees, leaf - sheets), in the absence of prepositions or their incorrect use ( squirrel sits in a hollow). When examining vocabulary, it was revealed that children find it difficult to select antonyms ( tall - small, long - small, bold - weak), do not know the names of body parts ( elbow - nail), confuse generalizing concepts ( vegetables and fruits, wild and domestic animals). There is also an insufficient development of the statement and difficulties in retelling the text from the picture. Based on the data of the introductory diagnostics, three subgroups of speech development were completed: Group No. 1 - with a borderline level between medium and high levels; Group No. 2 - with an average level; Group No. 3 - with a low level. Corrective work was planned with each subgroup, the time load per day, week, for each child of the group was determined. From January 1 to January 20, intermediate diagnostics were carried out, the data of which showed significant dynamics in the speech development of each child. According to the results of the examination of the grammatical structure of speech, 30% of children moved from a low level to an average one, and high level increased by 20%. The vocabulary survey also showed growth dynamics: 5% of children moved from low level to medium, and high level increased by 25%. When replenishing vocabulary, the percentage of growth is not large. I explain this by the fact that children with general underdevelopment of speech have great difficulty in acquiring verb forms and a vocabulary of features, which is due to the pace of vocabulary formation in these children as a whole. A survey of coherent speech showed that 35% of children moved from an average level to a high level and 45% of children moved from a low level to an average level. These data show a significant increase in speech development. Based on the results of the intermediate diagnostics, the subgroups were again formed, but their composition changed. The survey data made it possible to transfer children from groups with a low level of speech development to a stronger subgroup. From May 15 to May 30, the final diagnostics was carried out, which showed high results in all three indicators. About 80% of children have a high level of speech development and 20% of children showed an average level of speech development. These are the children who at the beginning school year had low level speech development, as well as children with low working capacity and increased fatigue. The results of the examination allowed me to predict the characteristics of the child's development and select the optimal content of education and upbringing, means and methods of adequate corrective action. The revealed unevenness in the timing of the maturation of individual functions in children made it possible to determine their individual characteristics and outline the optimal conditions for normal speech development. I introduced the diagnostic data to the teachers and parents of the preparatory speech therapy group which allowed them to: - monitor the progress of the child's development throughout the school year, - receive complete information about the developmental features of each child, - timely identify speech disorders of a different nature, - successfully overcome the identified speech deficiencies and master the basic knowledge and skills for schooling- to build pedagogical communication with the child correctly. Thus, the system of work on the formation of the lexical and grammatical structure of speech using a variety of games, methods and techniques, planning systems, contact with teachers and parents contributed to the fact that there is a positive trend in speech development children with general underdevelopment of speech, as evidenced by the diagram.
Survey data of the grammatical standing of the speech of children of the preparatory speech therapy group.
| Introductory Diagnostics | Interim diagnostics | Final diagnostics |
Survey data of the vocabulary of children of the preparatory speech therapy group.
| Introductory Diagnostics | Interim diagnostics | Final diagnostics |
| O - high level; O - average level; O - low level |
||
Survey data of coherent speech of children of the preparatory speech therapy group.
| Introductory Diagnostics | Interim diagnostics | Final diagnostics |
Bibliography.
Explanatory note to the report of the head of the administration of the urban district of Saransk Vladimir Fedorovich Sushkov
Explanatory noteon the achieved values of indicators for assessing the effectiveness of the activities of local governments of urban districts and municipal districts for 2009 and their planned values for a 3-year period
Results of the consideration of the draft decision of the Orenburg City Council "On the budget of the city of Orenburg for 2012 and for the planning period of 2013 and 2014"
Document2.1. The main directions of the budget and tax policy, preliminary results and forecast of socio-economic development of the city of Orenburg, medium-term financial plan…….
Work plan of the Center for the Development of the System of Additional Education for Children and Youth of the Moscow Region
DocumentStreamline the forms of internal control, review and evaluate individual areas of activity structural divisions at meetings with the director of the Center;
Alyabyeva E.A. Development of imagination and speech of children 4-7 years old: Game technologies. - M: 2005.
Arushanova A.G. Speech and verbal communication children: Formation of the grammatical structure of speech. - 2nd ed., - M: 2005.
Baryaeva L.V., Lebedeva I.N. Speech therapy work on the development of coherent speech in the process of teaching storytelling from a picture. // Speech therapist in kindergarten. – 2006 – №2 – p.4-13
Bystrova G.A., Sizova E.A., Shuiskaya T.A. Speech therapy games and assignments. - St. Petersburg: 2004.
Bystrova G.A., Sizova E.A., Shuiskaya T.A. Logotales. - St. Petersburg: 2002.
Vasilyeva S.A., Sokolova N.V. Speech therapy games for preschoolers. - M: 2001
Veselovskaya L.V. Teaching storytelling to preschoolers with OHP // Speech therapist in kindergarten. - 2005 - No. 4 - p.13-14
Volina V.V. We learn by playing. M:1994
Goncharova V. A. Word-formation disorders in preschoolers with FFN and OHP. // Speech therapist in kindergarten. – 2005 - №1 – p.9-15
Zinkevich-Evstigneeva T.D. The path to magic. Theory and practice of fairy tale therapy. - St. Petersburg: 1998
Kapysheva N.N. Drawing up a story based on a series of pictures using a picture-symbolic plan. // Logopedia. – 2004 - №2 – p.58-60
Kiryanova R.A. New approaches to the organization and content of speech therapy work in preschool educational institution. // Speech therapist in kindergarten. – 2005 - №1 – p.16-20
Kiryanova R.A. Comprehensive diagnostics and its use by a speech therapist teacher in corrective work with children 5-6 years old with severe speech disorders. - St. Petersburg: 2002
Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschoolers (Correction of erased dysarthria): Tutorial. - St. Petersburg: 2001
Povalyaeva M.A. Handbook of a speech therapist. - Ed. 5th - Rostov n / a: 2006
Romusik M.N. An integrated approach to working with preschool children with general underdevelopment of speech. // Speech therapist in kindergarten. - 2006 - No. 1 - p.39-42
Smirnova L.N. Speech therapy in kindergarten. Classes with children 6-7 years old with general underdevelopment of speech (a manual for speech therapists, defectologists and educators). Moscow: 2005.
Tkachenko T.A. The use of diagrams in the preparation of descriptive stories. // Preschool education. - 1990 - No. 10 - p.16-21
Tkachenko T.A. Formation of lexical and grammatical representations. Collection of exercises and guidelines for individual lessons with preschoolers. - M: 2003
Tkachenko T.A. We learn to speak correctly. Correction system for general underdevelopment of speech in 6-year-old children. Handbook for educators, speech therapists and parents. - M: 2005
Tumina L.E. Journey into the magical world of fairy tales. // Logopedia. - 2004 - No. 1 - p.72-76
Ustilets A.V. Non-traditional forms of work with children with speech disorders. // Speech therapist in kindergarten. – 2004 - №2 – p.52-60
ProgramCOLLECTION of documents on education federal level is the result of the work done on the accumulation, systematization of basic documents on education for the period 1 -2005.
