“Speech therapy room in preschool educational institution” Prepared by: teacher-speech therapist teacher-speech therapist MADOU 36 “Development Center - Kindergarten”, Kemerovo Savelyeva Elena Nikolaevna. - presentation

Leitmotif Every morning I come to kindergarten, I go into my office. My office is a creative workshop, the entire socio-psychological microclimate of which creates the conditions for self-realization of the individual. I really like it, but I dream that someday it will be equipped with the latest technology .... But it will be later. And now I'm walking down the corridor and catching the glances of my kids, so similar and at the same time so different. They are kind and sympathetic, with amazing eyes catching my every move. They listen to my every word, copy my intonation. And then there are quiet and withdrawn, frightened and indifferent, but someday they will want to communicate, talk about their toys, cartoons. Difficulties, failures, disappointments recede when you see the sparkle in the eyes of your kids. I'm ready to move mountains, put aside my bad mood and move forward. So, I am a speech therapist, it is more correct to say a teacher-speech therapist. Literally, I am a speech teacher. Or rather, the person who corrects this speech. Moreover, the correction occurs at the level of all speech units, starting with the sound and ending with the sentence. The purpose of my activity is to promote the socialization of the child in society.

I strive to be a close person, mentor and friend for my speech pathologists, who will not only help correct existing speech disorders, but will also be able to find a “pearl” in every “shell”, teach me to work with full dedication, rejoice in victories and sympathize with each other in case of failures. Therefore, I build relationships with children on trust, respect, exactingness and fairness. The personality of a speech therapist is multifaceted. It accumulates professional competence, speech etiquette, a culture of interpersonal relations, endurance and patience, tolerance, goodwill and resourcefulness, and a sense of humor helps me a lot in my work. I consider myself a competent specialist who knows not only traditional, but also non-traditional forms of conducting classes, effectively using health-saving technologies. Speech therapy influence, based on the psychophysical and individual characteristics of students, allows me to achieve high results. The main thing in speech therapy is that my work is result-oriented. And I not only teach the child to speak, but also restore his self-confidence. That is why the job satisfaction of speech therapists is very high. Seneca said: "By teaching others, we learn ourselves." I am happy because I have the opportunity to experience the world again and again. I am happy because I give the warmth of my soul. I am happy because I see the results of my work. My priority areas of work

This is an important office. A speech therapist works here. Not everyone knows this word, And the one who knows, respects. It is also a teacher's place. There are a lot of documents here. And here the child is accepted. This is where intelligence is defined. They will find without any doubt All speech disorders. They will find without any doubt All speech disorders. And since the diagnosis is ready, We need work, in a word. And there is a moment, it is the most important For everyone - their own program.

Appointment of a speech therapy room Examination of children (determining the etiology of the mechanisms and symptoms of speech disorders) Development of articulation skills Corrective work to eliminate defects in sound pronunciation Formation of grammatically correct speech Overcoming difficulties in pronunciation of complex words Formation of coherent speech Development of sound analysis and synthesis skills Consultative and methodological activities for employees MBDOU and parents

Tasks of the correctional and educational process Examination of students in groups and identifying children in need of speech therapy assistance , determining the main areas of work with each pupil Studying the level of speech, cognitive, social, personal, physical development and individual typological characteristics of children in need of speech therapy support, determining the main areas of work with each pupil Evaluating the results of helping children and determining the degree of their speech readiness for school education Formation of information readiness for speech therapy work among teachers and parents, assistance to them in organizing a full-fledged subject-developing environment Formation of information readiness for speech therapy work among teachers and parents, assistance to them in organizing a full-fledged subject-developing environment Coordination of the efforts of teachers and parents, control over the quality of their speech work with children Coordination of the efforts of teachers and parents, control over the quality of their speech work with children Systematic implementation of preventive and corrective - speech work with children in accordance with individual and group programs in accordance with individual and group programs

Methodological support of the speech therapy room I. Manuals and materials for exercises aimed at developing: thinking; different types of memory; different types of attention; imagination and fantasies; visual perception; auditory perception; fine (fine) motor skills of the hands; physiological (diaphragmatic) breathing; sound pronunciation; as well as materials: on teaching literacy; to prevent dysgraphia; on the formation of vocabulary; on the formation of the grammatical structure of speech; for the formation of coherent speech. 2. Systematized illustrative material, selected taking into account the passage of lexical topics: subject pictures; action pictures; plot pictures; series of pictures; pictures for compiling descriptive stories; toys (soft, fur, wooden, plastic) for making up stories. 3. File cabinets: word games, game exercises; finger games; games for the development of communication skills; poems; nursery rhymes; riddles; purely and tongue twisters; texts for the automation of the delivered sound (in a syllable, word, phrase, sentence, text); other.

4. Entertaining material: anagrams, rebuses, charades, puzzles; mimic tables; 5. Technical means: tape recorder; audio recordings (sounds of the street, nature, rain, wind, etc.); 6. Materials of children's speech creativity: stories, stories invented by children; magazines, fairy tales, poems are the result of children's creativity. 7. Diagnostic materials. 8. Methodical literature: complex, correctional programs; methods and technologies of developmental education at the choice of a speech therapist. 9. Materials of creative pedagogical experience. Methodological support of the speech therapy room

1. consistency (the material is systematized, a passport of the office is drawn up, listing all the material and equipment); 2. accessibility (visual and didactic material is selected taking into account the age characteristics of schoolchildren); 3. variability (visual and didactic material and many manuals are multivariate and can be used in different classes in different ways); 4. health saving (there is a main and additional lighting (above an individual mirror), a fire alarm is installed, the walls of the office are warm yellow, there are aids for charging the eyes, the office is easily ventilated). Organizing the correctional and developmental environment of the speech therapy room, I was guided by the following principles:

Exclusive author's poems How difficult it is to be a teacher, believe me friends. I love my profession, I'll tell you not melting. Every day in frost and heat I hasten to my favorite garden. I have been met by children for many years in a row. I put the sounds to the kids and teach them to speak. I teach them to breathe correctly and be friends with letters. Days go by, years go by, day and night. My profession is important, I want to help everyone. Always speak beautifully and write correctly. So that at school the guys always had a mark of five. How difficult it is to be a teacher, trust me friends. I love my profession, I'll tell you not melting. Every day in frost and heat I hasten to my favorite garden. I have been met by children for many years in a row. I put the sounds to the kids and teach them to speak. I teach them to breathe correctly and be friends with letters. Days go by, years go by, day and night. My profession is important, I want to help everyone. Always speak beautifully and write correctly. So that at school the guys always had a mark of five.

Exclusive author's poems I am a teacher - a speech therapist Well, I'll tell you a secret. I love to talk to children, I teach them. If suddenly trouble happened, Lyova suddenly lost the sound. I will come to his aid so that the lion does not sob. Leva opens her mouth Leva tries so hard. And admire Leva Sounds are obtained. He began to speak beautifully to everyone, surprisingly. I am an excellent speech therapist There is no doubt about that. I'm a teacher - a speech therapist Well, I'll tell you a secret. I love to talk to children, I teach them. If suddenly trouble happened, Lyova suddenly lost the sound. I will come to his aid so that the lion does not sob. Leva opens her mouth Leva tries so hard. And admire Leva Sounds are obtained. He began to speak beautifully to everyone, surprisingly. I am an excellent speech therapist There is no doubt about that.

Exclusive author's poems There are many professions on earth I'll tell you friends But all the more important and dearer My profession I am a speech therapist, everyone needs me I am a doctor of sounds, words I will always come to the rescue I am ready as a soldier. Ready always, ready everywhere Like the sun to shine Ready to help the guys Talk beautifully Let the sounds flow like a stream Ringing stones Let joy bring every day Giving hope to everyone I love to help people I will tell you without melting I am proud of myself, my work The family is proud of me!