Portfolio of speech therapist pisikina angelica vladimirovna

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1 Municipal budgetary preschool educational institution kindergarten of the combined type of the second category 58 of the Oktyabrsky district of the city of Rostov-on-Don Portfolio of the speech therapist teacher Pishikina Angelica Vladimirovna, Rostov-on-Don 2013

2 There is such a profession in the world, To give joy to children. Correcting speech defects, It is beautiful to teach them to speak. Every day to practice with the tongue, Achieving more and more victories. And do not be ashamed of your mistakes, Give a full answer to the questions. Who will put all the sounds in place, So that speech flows like a river? Who will teach that in the word "rocket" You need to say "ra" and not "la"? I have been in the profession since the last century, Children have been given so many years. I love my job and I am proud to be a speech therapist.

3 General information Date of birth: April 10, 1970 Education: Higher, SFedU Year of graduation: 2010 Diploma specialty: Speech therapist Work experience: 19 years Work experience in this institution: 13 years Qualification: Higher

4 Education, "Southern Federal University" Specialty: "Speech therapy" Awarded the qualification: Teacher-speech therapist, "Rostov State Pedagogical University" Specialty: "Preschool pedagogy and psychology" Awarded qualification: Teacher of preschool pedagogy and psychology, "Rostov -on-Don Pedagogical School 2 "In the specialty:" Teaching in the primary grades of a comprehensive school "Awarded qualification: Primary school teacher

6 Correctional work Purpose: to provide speech therapy assistance to students with deviations in the development of oral speech, which in the future can cause a violation of written speech, that is, the prevention of secondary violations, as well as correction of existing violations of written speech. Tasks: Correction of violations of oral and written speech; timely warning and overcoming the difficulties of mastering educational programs; clarification of special knowledge among teachers, parents (legal representatives) of students

7 Correctional work The activity of a speech therapist teacher is aimed at providing correctional assistance to children with problems in speech development is based on the principles: conformity to nature, scientific nature, consistency, interaction. Creativity is achieved through means: traditional and non-traditional methods and techniques; multifaceted tasks of a developmental nature; innovative and gaming technologies; interaction with all links of the pedagogical process Directions: - development of the sound side of speech, correction of pronunciation defects; - formation of coherent expressive speech based on correctly pronounced sounds; - development and improvement of psychological prerequisites for learning; - the formation of full-fledged educational skills; - development and improvement of communicative readiness for learning; - the formation of communication skills and abilities adequate to educational activities.

8 ESSAY “Why I Became a Speech Therapist” Each of us in his life remembers the first teacher, and he always remembers his students. The first teacher not only lays the foundation for further development in the child, but also gives a piece of his heart and soul. Therefore, even at school, I decided: I will be a primary school teacher! After graduating from the Rostov pedagogical school, she worked in a kindergarten. In 2003 she graduated from the Rostov State Pedagogical University with a degree in Preschool Pedagogy and Psychology, was awarded the qualification of a teacher of preschool pedagogy and psychology. In 2010 she graduated from the Southern Federal University with a degree in "Speech therapy", was awarded the qualification of a teacher-speech therapist. And so, in 2010 I crossed the threshold of my kindergarten 58 as a speech therapist teacher. I teach the word, educate with the word, pay attention to the careful attitude towards it. I think that a speech therapist, or rather a speech therapist teacher, is a teacher who combines the professions of a psychologist, actor, musician, and designer. A speech therapist teacher should be able to pronounce any word, phrase, sentence so that the child wants to speak beautifully, or, as speech therapists still like to say, is correct. Creating conditions for mastering speech, I do not forget about an attractive environment, each object in which carries a semantic load, aesthetic pleasure and always a mystery or riddle. This is the only way to captivate, interest and invite the child to dialogue. Undoubtedly, success in work depends on professional knowledge, awareness of domestic and foreign achievements of sciences related to speech therapy, on creative activity and initiative. I am constantly undergoing course retraining. In my work, simply human things come to the fore: to help, to caress, to sympathize, because the greatest value on Earth is children.

9 ESSAY “Why I Became a Speech Therapist” A teacher-speech therapist must certainly be enthusiastic, have something special for his soul. This is probably why my pupils are pleased with their successes, they are engaged with enthusiasm. This means that I am not just a carrier and transmitter of information, but also a creator of an emotional mood. I start all my studies with a smile, and there is no greater joy for me than to see open children's eyes, smiles, to realize that the greatest and most significant in the world is being laid here. The first success, and then many victories, inspire the child and contribute to a strong desire to achieve good results. From the interest of the pupil, I stretch out a thread-path to his abilities, to learn and discover new things. I think many will agree with me that the most important thing in pedagogical activity is the personality of the teacher, his human qualities, because a callous, rude teacher will not be able to achieve good results. And vice versa, a kind and considerate person educates only by his presence. My pedagogical principle is to help the child to open up, instill confidence in him, to make him feel his self-worth in educational activities. Children come to me trusting, with wide open eyes. I see in their eyes a lively interest, to learn something new, not yet known. The main thing is that this interest does not fade away. Kindergarten is an island of joy, where every child is unique and inimitable, where the world of goodness, the world of health is as important as the world of knowledge. Why do I love my profession? For the fact that she gives me the opportunity every day to come into contact with the world of childhood, for the uniqueness and unpredictability of every day. Every day, giving the children a piece of my heart, the warmth of my soul, I confess with a feeling of deep satisfaction: I succeeded as a teacher, because I help children!

10 Regulatory and legal documentation About speech therapists and educational psychologists of educational institutions (Letter of the Ministry of General and Professional Education of the Russian Federation from in / 20-4) Instruction letter of the Ministry of Education of the Russian Federation "On the organization of the work of a speech therapy center of a general educational institution" from (Appendix 5) Bulletin education Model provision on a special correctional educational institution. Regulations on preschool institutions and groups of children with speech impairments. Approved by the Decree of the Government of the Russian Federation from the city of 288 Model regulation on a special (correctional) educational institution for students, pupils with developmental disabilities (Approved by the Decree of the Government of the Russian Federation of, as amended by the Decree of the Government of the Russian Federation of). Education Bulletin Model regulation on a preschool educational institution (Decree of the Government of the Russian Federation dated July 1, 1995 677 with amendments and additions approved by resolutions dated February 14, 1997 179, dated December 23, 2002 919) Model regulation on an educational institution for preschool and junior children school age (Decree of the Government of the Russian Federation of September 19, 1997 1204, with amendments approved by the decree of December 23, 2002 919) Instruction letter from g 89 / "On the implementation of the right of preschool educational institutions to choose programs and pedagogical technologies" Instructional and methodological letter Ministry of Education of the Russian Federation from 65 / 23-16

11 Programs of Filicheva T.B., Chirkina G.V., Tumanova T.V. - "Correction of speech disorders. Programs for preschool educational institutions of a compensatory type for children with speech disorders." Publishing house "Education", p. A set of correctional and developmental educational programs, taking into account the needs of all types of speech therapy groups of the system of preschool educational institutions for children with speech impairments. The structure of the collection contains four programs aimed at eliminating phonetic and phonemic speech underdevelopment, general speech underdevelopment, stuttering and speech development disorders complicated by bilingualism. Each program is accompanied by an explanatory note and an appendix, which is given at the end of the collection.

12 Documentation of the teacher-logopedist Speech map for each child; Children's register; Report card of attendance of individual lessons; Long-term work plan of a speech therapist; Prospective-thematic work plan; Notebooks for individual work; Individual plan for working with a child; Activity grid; List of children; Report; Cyclogram; Software and methodological support.

13 Self-education “PREVENTION OF DIFFICULTIES IN PRESCHOOL READING AND WRITING” In recent years, the number of children facing various learning difficulties in primary school has significantly increased. This is mastering the reading skill, and slow writing, and failure to master the rules of spelling, spelling errors with knowledge of spelling and grammatical rules, phonetic type of writing, lack of "flair" for spelling. The problem of writing (dysgraphia) and reading (dyslexia) disorders is one of the most relevant for school education, since writing and reading from a goal turns into a means of further knowledge acquisition by students. Therefore, today speech therapy questions are posed: How to reduce the number of children who have difficulties in mastering writing and reading? Is left-handedness or left-handedness related to reading and writing skills? Is it possible to prevent possible reading and writing disorders in preschool age?

14 Self-education "PREVENTION OF DIFFICULTIES OF PASSING READING AND WRITING IN PRESCHOOL AGE" Analysis of the study to identify the preconditions of dysgraphia in preschoolers 6-7 years of age, conducted by L.G. Paramonova, showed that more than half (55.5%) of older preschool children are not ready to start school and, therefore, are doomed in advance to failing in the Russian language. The maturity of mental processes - the prerequisites for successful mastering of spelling and writing - can be checked before the child enters school. Speech therapy practice confirms the prevention of difficulties in mastering reading and writing should be carried out at preschool age. The main correctional tasks of prevention are: 1. Development of constructive praxis and tactile sensations; 2. Improvement of visual-spatial perception; 3. Formation of reading skills and work on reading technique; 4. Development of auditory perception.

15 Methods and techniques of preventive work The first block Development of visual attention and visual memory: expansion of the field of vision; development of stability, switchability, an increase in the amount of visual attention and memory; development of stereognosis. Formation of stereognosis and representations of face and body diagrams: development of representations of face and body diagrams; development of appropriate skills of orientation in space; activation of sensations of the body as a coordinate system; formation of spatial modeling and constructive praxis. Development of hand-eye coordination: development of oculomotor movements; improving the sensations of articulatory postures and movements; formation of perception of various modalities; development of tactile sensations; development of manipulative activity and fine motor skills; the development of formative movements when depicting given figures. Development of spatio-temporal representations: orientation in the duration and sequence of the phenomena that make up the whole; development of visual-object perception; isolating the features of the subject; perception of spatial features of flat and volumetric objects; differentiation of similar color backgrounds and geometric shapes.

16 Methods and techniques of preventive work The second block Development of auditory attention: expanding the scope of auditory perception; development of auditory functions, focus of auditory attention, memory; formation of the foundations of auditory differentiation; improving phonemic perception; awareness of the sound side of speech. Development of a sense of rhythm: the formation of the rhythmic and intonational side of speech; the formation of a sense of the sentence as a lexical unit, characterized by rhythmic and intonational completeness; development of sensorimotor components of the sense of rhythm; the formation of intonational expressiveness and rhythmic-intonational parameters of the word. Formation of phonological structuring: the formation of the syllable structure of a word, the ability to visually control the movements of the lower jaw when pronouncing syllabic vowels; analysis of syllables and words; development of a speech-auditory, speech-motor and visual image of sounds; formation of phonemic analysis; development of skills in analysis and synthesis based on exercises in word formation. Work on the prevention of specific errors in reading and writing should be carried out with children with various speech pathologies: with OHR, FFNR, etc. It is also very useful for children of mass groups of 5-7 years of age. Early diagnosis, prediction of school problems and correction of difficulties are the key to the successful education of children in school.

17 Using ICT in work A child in a dialogue with a computer program deepens and expands his knowledge, the "friendly attitude" of a computer to a child is an incentive in work and not only increases the level of knowledge on a certain topic, but also demonstrates the potential possibilities of using a computer in further pedagogical activity. Correct use of a computer leads to an increase in the motivation of children to study with a teacher - a speech therapist, to an adequate assessment by the child of his actions, to the formation of cooperation between the child and the speech therapist. The child perceives a speech therapist as an assistant, whose advice must be heeded. At the same time, such a form of communication between the child and the teacher is formed, which is necessary for both the preschooler and the younger student to study at school. Communicating with the computer hero during the lesson, the child begins to ask the speech therapist about what needs to be done to complete this or that task. He rejoices when an "independent" computer hero "gives" him gifts. At the same time, the child constantly strives to correct his mistakes so that his “computer friend” and speech therapist will praise him. At the same time, the speech therapist also has an incentive to work, an interest in the further organization of his activities. Interest becomes mutual, and this is already the key to successful work. The child is looking forward to the next lesson, in addition, seeks to complete the "computer" homework.

18 Educational games and programs 1. Finger gymnastics (development of speech in preschoolers). 3. Learning by playing: I read. 5. Kid and nature 7. School soon! Learning to read. (educational collection) 9.Some time to school! Development of speech. 11. Supergirls. Algebra in a playful way. 13 Garfield Preschoolers Basics of vocabulary and spelling. 15. Children's encyclopedia of animals. 2. I learn letters and read syllables. 4.How does a person work (audio encyclopedia) 6. Sounds of living nature. Along the forest path. 8. I am learning to read words. (educational collection) 10. School soon! Learning to speak correctly. 12. Supergirls. Fast reading training. 14 Gosha the dragon saves the turtles. (counting, reading, creativity, logical thinking) 16. Bolek and Lelik in kindergarten. 17 the Ozzy the turtle 18. Superkids. Cheerful dictation.

19 Recommendations for parents 1. The importance of correct speech is enormous for a person of any profession. Wrong speech of a child makes it difficult for him to communicate with others, affects his general development, character, and in the future may be the reason for his poor performance at school. 2. The child's speech develops by imitating the speech of the people around him. In this regard, the child should only hear grammatically correct speech in his environment. 3. The first sample of speech for a child is the speech of his loved ones. Parents are the first mother tongue teachers for their child. The family is the first school. 4. Without the help of parents, it is difficult for a child to master the correct speech. Talk to your child. Listen to him carefully, do not interrupt, speak and answer all his questions in a leisurely, clear, expressive, medium-strength voice, pronounce sounds and words correctly - this will help the child to quickly master the correct speech.

20 Recommendations for parents 5. Do not imitate the child's wrong speech, do not impose the wrong made-up words on the children. Do not talk to your child using substitute words such as yum - yum (eat), meow (cat), etc., speak straight away in common words. Otherwise, you will delay the correct speech development of the child. 6. When a child starts to speak, try to speak with him in simple words, short phrases, observing pauses between words and sentences, then the child, imitating your speech, will learn to speak correctly. 7. Monitor the appearance and development of your child's speech, starting with babbling and the appearance of the first words. In case of delayed speech development in a child, contact a specialist. 8. Instill in children the correct speech skills, do not allow the child to speak quickly. Unhurried, clear, correct, expressive speech contributes to the correct speech development of the child. 9. Do not overload the child with speech material. As you read, explain to your child the meanings of words and expressions. When choosing reading materials, consider your child's age and his / her perceptions and emotional state.

21 How to develop a child's speech Speak calmly, at a normal pace, with intonation. Speak using CORRECTLY constructed phrases and sentences. Your sentence should be 1 2 words longer than the child's. If your child still speaks only one-word sentences, then your phrase should consist of 2 words. Talk to your child during all activities such as cooking, cleaning, dressing, undressing, playing, walking, etc. Talk about what you are doing, see what the child is doing, what other people are doing, and what your child is seeing. Take a moment to allow your child to speak and answer questions. Ask OPEN questions. This will encourage your child to use multiple words to answer. For example, ask "What is he doing?" instead of "Is he playing?" If the child finds it difficult to answer when asking a question, use the word "or". For example: "The boy is jumping or running."

22 How to develop your child's speech Listen to the sounds and noises that surround us. Tell the child: “Listen to the dog barking, but the wind is making noise,” etc. And then ask "What is this?" It can be a dog barking, wind noise, an airplane engine, leaves rustling, brook babbling, etc. If your child only says one word, start teaching him short phrases. Use words your child knows. Add color, size, action. For example, if a child says "ball", teach him to say "Big ball", "Tannin ball", "round ball", etc. in sequence. Tell a short story, story. Then help your child tell the same story to you or someone else. If you find it difficult, ask your child leading questions. If your child uses only a few words in speech, help him enrich his speech with new words. Select 5-6 words (body parts, toys, foods) and name them for your child. Give him the opportunity to repeat these words. Don't expect your child to pronounce them perfectly. Encourage your child and keep memorizing them. After the child has said these words, enter 5-6 new words. Continue adding words until the child knows most of the objects around life. Exercise every day. Spend most of the lessons in a playful way. Working with a child should activate speech imitation, form elements of coherent speech, develop memory and attention. Don't forget: Teach your child by playing with him. Your child is the most wonderful!

23 Recommendations for parents of children with speech impairments Teach to observe, listen, reason, clearly and clearly express their thoughts. Remember that as the child grows up, the habit of speaking incorrectly becomes stronger and more difficult to correct. Cultivate perseverance, independence. Please be patient, do not expect quick results, and be sure to bring the child's pronunciation correction course to the end. Know that bad speech cannot be corrected in one or even several sessions. This will take time and joint efforts of the speech therapist, the child and the parents. Do not fix the child's attention on what he cannot do, rather cheer him up. Remember, the timing of overcoming speech disorders depends on the degree of complexity of the defect, on the age and individual characteristics of the child, the regularity of classes, the interest and participation of parents in correctional work.

24 Recommendations for parents of children with speech impairments Show the child to a child psychiatrist, neuropathologist, ophthalmologist, otolaryngologist, teacher and teacher. Introduce the set sounds and fixed sounds into everyday speech, developing the child's self-control skills. Do your homework systematically and carefully. Gradually complicate your child's speech requirements. Exercise daily or every other day in a friendly, playful way. Observe the accuracy and phasing of assignments.

25 Correction of sound pronunciation Correction of sounds is carried out in stages: 1st preparatory stage (special exercises for lips, tongue, voice, breathing); 2nd stage staging (evoking sounds by imitation or using special techniques); 3rd stage automation (consolidation of sound in syllables, words, sentences); 4th stage differentiation (in cases of replacing one sound with another). The preparatory stage and the stage of fixing a new sound for many children is slow and requires a long training. To achieve the correct position of the lips, tongue, fast, free, clear pronunciation of sound in speech, you need to exercise a lot. Please practice at home! If the sound is not yet pronounced, do articulatory exercises. If the sound is delivered, fix it: name the pictures, determine the place of the sound in the word (beginning, middle, end of the word), make sentences with the given words, learn the speech material recorded in the notebook with the child, be sure to follow the sounds in everyday speech. Do not forget to follow all the recommendations of the speech therapist teacher. I wish you success in teaching your child the correct speech!

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