Work on the Logopunk in Dow. Speech therapy work in the conditions of the logopunk of the preschool educational institution

The formation of proper and clean speech is one of the most important tasks in the general system of work on the development of speech in children's garden. Recently, there is an increase in the number of children with various speech disorders. Therefore, the main task teacher-speech therapist Help such children in a kindergarten kindergarten. Classes with children who have violations of speech are carried out on the Logopunk Dow.

Preschool speech therapy - The most "young" form of organizing correctional and speech assistance to children with lack of speech.

The purpose of the work of the Logopuncture. The preschool educational institution is to provide the necessary speech therapy assistance to children 5 - 7 years.

The main tasks and official duties of the teacher-speech therapist in the Logopunk are:

• examination of pupils and identifying children among them in need of preventive and speech assistance;
• study speech Development children, identifying the main directions and content of working with each of them;
• systematic conducting the necessary correctional speech work with children in accordance with their individual promising plan;
• formation of pedagogical uDOU team and parents of information readiness for speech therapy work, help them in organizing a full-fledged speech environment;
• coordination of efforts of teachers and parents, monitoring the quality of speech work with children.

In order to describe the specifics of the work teacher's work in more detail in the conditions of a speech therapy point, it is advisable to compare this form of organizing correctional assistance with work in a log agroup (specialized speech therapy groupFor children with speech conclusion):

1) In the speech therapy group, the composition of children does not change during the year, one speech therapist accounts for up to 12 people, depending on speech detention. At the Logopunk, children come and drop out throughout the year, while at the same time in one speech therapist are engaged in 20-25 people;

2) In the speech therapy group, children have the same speech conclusion, which determines the program of classes. On the logopunk at the same time, children are engaged in children with various speech conclusions (FFNR, ONR, Dysarthria, Dyslavlia, etc.);

3) for the work of the logoptes currently does not exist correction programIn our work we rely on modern technologies and developmentFilicova T.B., Ushakova O.S., Tkachenko T.A., Mribova.O., Thunder O.E., Solomatina G.N., Konovalenko V.V. S.V. and etc.;

4) The speech therapist on the logopunk operates in the mode different from the speech garden. The main forms of organizing work with children who have violations of speech, are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week) and are designed from 6 months to 1.5 years;

5) the speech therapist on the logopunk is forced to embed into the learning process on that day when the child visits his classes. Children themselves with speech violations receive correctional assistance portion, not daily as the children of the speech therapy garden.

Based on working with children on the logopunk, efficiency correctional work To correct the violations of speech depends on the joint efforts of the speech therapist and family!

What children take on the logopunk?

The speech therapy point is credited with children from 5 years with simple (compared to diagnoses for speech therapy gardens) speech violations.

The speech therapy points take not all children of the usual kindergarten, but only the most needing help. There is a sequence depending on the severity of the violation of speech. First of all, children are credited for the age of 6, which in a year to go to school. That is, the guys from preparatory group. As well as those who have not finished classes with the speech up last year. For the remaining places, part of children is enrolled senior group. All other, in need of the help of a speech therapist, are queued.

What diagnosis (speech therapy conclusion) can be found on the logopunk?

Children are most often accepted with such speech therapy conclusions:

• violation of the pronunciation of individual sounds (in children with discharge, dysarthria or erased dimarthritia) - FNR;
• phonetic-phonmematic underdevelopment of speech (in children with discharge, dysarthria or erased dimarthritia) - FFNR;
• ONR of the third level in children with dysarthria or erased form of dysarthria, or NVONR - not sharply pronounced general underdevelopment speech.

Children's enrollment on the speech therapist occurs on the basis of the diagnostic results oral speech (sound-proof) at the beginning of the school year (until September 15).

In what mode are classes on the logopunk?

Individual and subgroup classes - 2 times a week.

The best effect, of course, give individual sessions. As often, individual classes are held with your child and their duration determines the speech therapist depending on the degree of severity of the speech violation, the age of the kid and its psychophysical features. Basically, individual classes on the logopunk will last from 10 to 15 minutes. Subgroups up to 20 minutes.

Wishes of teacher-speech therapist parents

Summing up, it should be noted that alone solve the task full correction Speech of children speech therapist is very hard. For successful correction of the speech of children, the help of parents is simply necessary! They must fulfill all the recommendations of the speech therapist, attend consultation with a specialist regularly. And, of course, on the part of parents, the kid's speech is needed.

The effectiveness of the correctional assistance to the child depends on the degree of interest and participation of parents in the correction of speech. An important role in the cooperation of parents and teachers spent the exercises and games, tasks that recommended the speech therapist. The tasks are complicated when the child is transition to the preparatory to school group.

The speech therapy tasks are different types of tasks aimed at securing in children at home those knowledge, skills and skills that were acquired on subgroups and individual classes for the formation of a lexico-grammatical system and connected speech, in preparation for learning a diploma, to raise proper sound; , that is, in all directions for the development of speech provided by the software content. Much attention is paid to automation and differentiation set by the speech therapist in the occupations of sounds.

Teacher speech therapist

Wildete Albina Rafaelievna

Self-analysis of teacher-speech therapist MKDOU№90

Parshina Elena Anatolyevna

"Organization of correctional and educational

work on the Dow Logopunk

In 1998, I graduated from NGPU on the specialization of "Speech therapy", in 2000 the specialty "Teacher-speech therapist" received in NGPU. I have a pedagogical experience of 20 years. All these years I work teacher- Logoped In MKDOU number 90, Kalinka kindergarten. I have the first qualifying category. I rely on the following regulations:

Constitution of the Russian Federation;
Law of the Russian Federation of July 10, 1992 No. 3266 - I "On Education";

Typical Regulations on the pre-school educational institution (as amended by the Order of the Ministry of Education and Science of Russia of October 27, 2011.).

The Convention on the Rights of the Child;

Instructive letter of the Ministry of Education of the Russian Federation "On the organization of the speech therapy educational institution"Dated 12/14.00 № 2;

Instructive letter of the Ministry of Education of the Russian Federation of 07/18/79 №345-M "Regulations on speech therapy points at secondary schools";

Letter of the Ministry of Education of the Russian Federation "On the psychological and medical and pedagogical consultation (PMPC) of the educational institution dated 27.03.00 No. 28 / 906-6;

Regulations on the speech therapy station DOU;

Charter of the pre-school educational institution;

The tariff-qualification characteristics of the teacher-speech therapist, set out in the order of the Ministry of Defense of the Russian Federation No. 463/1268 dated December 31 ,.95 "On the approval of the tariff qualification characteristics of employees of educational institutions";

Sanitary and epidemiological rules and standards of SanPine 2.4.1.2660 -10 dated July 22, 2010. №91 "Sanitary and epidemiological requirements for the device, content and organization of the mode of operation in pre-school educational institutions."

Instructions for the protection of life and health of children of preschool age;

A real job description;

When planning your work I use the following software:

Phileeva T.B., Chirkin G.V. The program of the speech therapy work to overcome phonetic-phonematic underdevelopment of children - Edition 2009;

Phileeva T.B., Chirkin G.V. The program of speech therapy work to overcome the general underdevelopment of speech-lettering 2009.

Kashe G.A., Phileeva T.B. The training program for children with the underdevelopment of the phramematic system of speech (preparatory group). - 1978;

Kashe G.A. Filichova T.B., Chirkin G.V. Draft program of education and training of children with FFNR (seventh year of life). -1986.

Tracking the contingent of children who received correctional assistance, I noted that every year the number of children with erased dysarthria increases. In 2008, from the total number of children with speech violations, 62% had erased dysarthria. By 2011, the percentage of children increased to 92%. The neurological status of these children is characterized by the presence of residual phenomena of PPTSN, MMD, hypotonic syndrome, ADHD. Modern schools Upon admission, there are very high demands to the child. The learning process assumes that the child can control himself, carefully listen to the explanations of the teacher, to fulfill his requests and instructions. From the child requires the ability to read, write, understand the content read. At the same time, the material that is offered in the lessons is very saturated with information; The child should be ready to quickly perceive it and process. Violation of neuropsychic function, tempo delay mental Development The most typical for the erased dysarthria. The speech defect is accompanied by the weakness of memorization processes, violation of visual-spatial orientation. This is added to the difficulty of processing visual and hearing information. On the other hand, in most children, the arbitrary behavior is not formed, and the regulation of their actions is reduced, there is no self-control over its speech.

Based on all of the above, I set metarget:

Creature special conditions For the formation of children in school success.

To implement this goal, I set the followingtasks :

Socialization of pupils by forming a full-fed phonetic and lexic and grammatical language system;

Creating an object and development environment;

Use in the correctional process of health-saving technologies;

Application of innovative computer technologies;

The interaction of all participants in the correctional and educational process.

The developing environment of the speech therapy office is represented by the following zones:

Active learning zone. This zone is represented by an interactive board, magnetic board and space for interacting with children during organized activities. Also, its elements are tables and chairs with an adjustable height. In the required quantity there are color pencils, visual benefits and games used during classes (depending on the goal).

Individual correction zone. A wide, well-lit mirror, chairs, adjustable in height and a large selection of didactic benefits and games, makes it possible to fully correct sound-proof in children. In stock Individual spatulas and probes for speaking sounds. There is enough didactic material for the automation of sounds, the development of respiration and diagnostic surveys.

The zone of formation of graph-motor skills. A variety of benefits are aimed at developing and preparing muscle hands to a letter. Facial pool, stencils, variants of rough alphabets, embroidery sets, pickups, and the like. are a bright occupying material for children.

The intensification area of \u200b\u200bspeech activity and manual skill. Colorful panel helps a child on a positive emotional background to make statements, invent the plots and to beat them in parallel, using the entire arsenal manual.

Relaxation zone. The soft armchair allows the child to relax and calm down, restore the emotional imbalance, tune in to the lesson. I also use this zone for a relaxing massage.

Zone of methodical, didactic and gameaccompaniment. It contains the following sections: reference references on defectology, speech therapy and children's psychology; Scientific and methodological literature, materials on the survey of children's speech; educational and methodological plans for the sections of the correction and development of speech (in file folders); manuals on the didactic provision of the correction process; Entertaining gaming support of speech therapy (board games, lotto, toys).

Information support for my activity is at a high level. In the office there was a large number of books, magazines "speech therapist", "Education and training of children with disabilities in development", "Speech therapist in kindergarten", "Defectology". The library of the Cabinet is constantly updated with novelties of specialized literature, as well as according to the catalogs of publishing houses "Sphere", "Gnome and D". The speech therapy office is equipped with special benefits aimed at:

formation of the psychological base of speech ("mailbox", collapsible toys, semed boards, cubes of the Cosa, Games like "Exception of the 4th Lish", etc.);

development small Motoriki (beads, lacing, stencils, mosaic, pyramids, ropes, county sticks, balls of different diameter, finger, glove theater, embroidery, weaving, game cards for the development of fine movements of fingers and hands, materials for the development of graphic skills of children);

formation of proper sound impact (games and allowances for the development of speech breathing, album of exercises articulating gymnastics, sets of subject and plot pictures for automation and differentiation of sounds in words, suggestions and stories, etc.);

development phondeMectic hearing and perception (sound rules to form a conceptsound row , accounts of sounds, determine their sequence; Cards "Determined Sound Sound"; cards - symbols of vowels and consonant sounds; didactic games on the selection of sound from the word type "chain", "train", "sound clock", etc.);

the development of the lexico - grammatical system of speech (sets of subject images for exercises in words and word formation, in the use of prepositions, in coordination, sets of plot pictures to compile simple proposals; wall-printed games that require different designs of proposals, etc.);

development of connected speech: scene paintings and a series of plot pictures to compile stories; board games requiring explanatory speech; Books - Baby with texts for retelling, etc.

When implementing the task of forming a full-fledged phonetic and lexico - grammatical language system, I will expand in my work and deepen a speech therapy effect, directed on the one hand, on the correction of sound impact, the formation of a lexico-grammatical system, language analysis and synthesis, the formation of graph-motor skills, On the other hand, on the formation of active arbitrary activities, self-control and self-assessment processes. O.A. Stepanova believes that the non-formation of school-meaningful functions and subsequently determines the problem in teaching the child. Therefore, I consider it necessary to develop school-meaningful functions that are largely determinedthe fullness of the assimilation of everything educational material The initial stage of learning. Features such as the development of visual perception and memory, analysis and synthesis; Spatial orientation, optical-spatial analysis and synthesis; auditory perception and attention, lubber memory, phonderatic hearing; Sensory-motor coordination is most important, as they are basic for successful schooling.

It would rather understand the speech violation mechanisms, the definition of a correctional program for a child and predict the dynamics of the child, it is necessary to carry out basic diagnostics. Thoroughly study medical conclusions of narrow specialists. We definitely conduct functional samples in the Dysaryry, examination and subsequent monitoring of the formation of school-meaningful functions According to the following parameters: Hearing memory, hearing gnosis, audio-speech attention, visual gnosis, optical-spatial gnosis, visual memory.Characteristic provided by the educator, compare with the indicators of its diagnostics. In his practice, in recent years, I use a speech card to determine the level of speech development, proposed by N.V. Nishcheva. It provides an opportunity to qualitatively analyze the result of the survey; The tasks are chosen in accordance with the speech rate; This card allows you to track the dynamics of speech development and correctional assistance; Offers a large number of examples of children's speech. I also use the album OB album to examine Inshakova, Materials S.E. Gavrina, N.L. Kutyivina, O.E.Gribova. The survey is carried out according to the following parameters:

anamnestic data;

features of the articulation apparatus;

motor sphere;

impressive speech;

common sound of speech;

sound reading;

syllable structure of the word;

phondematic hearing;

vocabulary;

grammar system;

word formation;

connected speech.

The survey is carried out fractionally, in the first half of the day. In the survey process I try to diversify techniques: I use games with the ball, action with objects, surprise moments. After the expiration of the survey, I make an individual status schedule of psycho-speech developmentfor each child. The result of the diagnosis is to draw up a plan individual work, promising plan of the subgroup work. Throughout the training, the dynamics of the speech development of each child; The data is also fixed in the speech card.

To help children in preparing for full learning activities It is necessary to start work already in preschool age And, above all, in the senior preschool age. According to neurophysiologists, determining the role in the occurrence of speech violations play violations of functional asymmetry of the crust big Hemispheres brain and intermetrous interaction. That is, one of the reasons is the "coordination inability" to training, the inability of the right and left hemisphere to integration.

To overcome the existing violations, it is necessary to conduct a specialized comprehensive correctional work. The exercises for intermetrous interaction or kinesiological gymnastics have proven well well. These exercises make it possible to create new neural connections and improve the work of the brain responsible for the development of mental processes, including speech and intelligence. These exercises improve mental activities, synchronize the work of the hemispheres, contribute to the improvement of memorization, increase stability of attention. The use of this method allows you to reveal the hidden abilities of the child.. Many exercises are aimed at the development of physical and psychophysiological qualities, to preserve the health and prevention of deviations of their development.They develop the body, increase stress resistance The body, synchronize the work of the hemispheres, improve the visual-motor coordination, form a spatial orientation, improve the regulatory and coordinating role of the nervous system.

For the effectiveness of correctional development work, compliance with the followingconditions:

Kinesiological gymnastics are carried out in the morning, duration 5-15 min;

Exercises are performed in a friendly atmosphere;

Kinesiological gymnastics is carried out systematically, without skipping;

The children are required to accurately perform movements and techniques;

Methods and techniques:

Stretch marks - normalize hypertonus and muscle hypotonus muscles of the musculoskeletal system.

Respiratory exercises - improve the rhythm of the organism, develop self-control and arbitrariness.

Overall exercises - allow you to expand the field of view, improve perception, develop intermetal interaction and increase the body's energy.

Body movements - develop intermetrous interaction, involuntary, unintentional movements and muscle clips are removed.

Exercise for the development of shallow motility - stimulate the speech zones of the brain.

Massage - affects biologically active points.

Relaxation exercises - contribute to relaxation, tension removal.

When planning and organizing activities, I use A.N.Syrotyuk's development. O.A. Stepanova. Work on these areas is carried outon individual I. subgroup classes. The link is the thematic organization of the material. The main principle of organizing the content of occupations is a systematic impact on the psychic sphere of the child. For the formation of arbitrariness in children, the organizing moment is a clear structure of activity, preferably with a visual support. For this, I use analyzers markers that allow the child to draw up a temporary plan for a child or a pyramid version. It helps the child to control itself in time.

On each speech therapy occupation falls a whole group in n f:

1) Listening and visual and subject memory;
2) perception of different modality;
3) spatial representations and body scheme;
4) thinking.

In this regard, the structure of my classes includes tasks for all the above directions, be it an occupation for the formation of lexico-grammatical funds, the formation of sound suspension, or preparation for literacy. On the initial stage Correctional impact on activities include exercises and games for the development of audio-speech attention and memory. These tasks begin to occupy, which is an organizational moment and, as a result, the introduction of a child in activities. Tasks like "Listen, scking "," How many apples fell? " "Who has come, a platform or a mouse?", "Remember, who is the first", etc. Form the child the ability to focus on the speech of an adult and activate attention.In the preparation process, also pay great attention to expanding the volume of visual memory and the attention of children "Whose silhouette?", "Confusion?", "Find out what?", "Compare Pictures", "Find Differences". Long-term visual and speech memory trains the receipt of presentation at the beginning of the activity of the subject or picture or the word associated with the topic of activity. By the end, children should remember the named word, or choose from other items or pictures. Gradually, the number of objects increases, the playback of the series sequence is welcomed. By the end of the preparatory group, children can hold in memory and reproduce a number of up to 6-8 elements.

For the formation of speech attention, I use tasks for the development of listening and voice memory, differentiation and memorization of the sounding series. On individual and subgroup classes, children learn to hear and distinguish between sounds (various noise, musical instruments, cotton in your hands, knock on the table, items with different filling), remember the sequence of sounds. Games like: "What musical instrument sounded?" "Find the same rattles", "show that it sounded first, that later," the child has a concept about a sound series and allow you to move into a sound row. Games in which you want to determine the direction of sound, the voting belonging "Where does the bell rings?" "Where does the rattle risen?" "Where does chicken beep?" "Who called you?", "Who has a toy?" "Who today is a robber", form the child the ability to navigate in the surrounding space, distinguish between the direction and the timbre of the voice. In parallel, we learn to master the subject row, which is a prototype of sound-lettering. Getting acquainted with spatial pretexts "for, before " , adverbs "after, ahead, behind at the beginning, at the end. " , The child at the plank level is developing the process of interpretation of items. In preparation for training, a paramount task is to teach a child to navigate in his own body. For children with a violation of speech, it is very difficult to master this process, as it is based only on his own feeling, not reinforced by any analyzer. Therefore, in its work with children when differentiating the scheme of the own body, I connect the tactile analyzer. All the work on orientation in space, we begin with the definition of the left side of the body for one reason - the possibility of listening to the heartbeat. Help such games and exercises as "touched with your left hand to the right ear", "Take the left hand", "Topney Left Holder", help your child's body. Consistently complicating tasks, I teach children to determine the direction in the space "What's left? What to right? What's in front? What is behind? " etc. In parallel, work is underway to assimilate children's spatial relationships and a linear sequence of objects. These exercises are included in organizational moments Activities and in individual activity. First we work out all the techniques on your own body, then go to the plane. A full understanding of spatial relationship is impossible without orientation in time, allowing a person to realize the duration of what is happening, the sequence of events. The child "confused" in elementary concepts earlier - later, quickly - slowly, etc. It is difficult to predict the sequences of those or other things, with the planning of their order. In other words, the orientation in space and time is the most important condition not only for successful schooling, but also for successful adaptation to any life situations. When meeting a child with the letter, it is important to clarify the spatial location of the elements. Children are offered exercises in designing and reconstructing alphabet letters using counting sticks. Children exercise in the analysis of the composition and structure of a graphical sign, in the synthesis of it from the elements, in comparative Analysis printed letters. To secure the graphic image, the letters are familiar with it using most analyzers:

definition of the letter on the sandy alphabet

recognition of letters in complicated conditions

layout letters from counting sticks, beans

embroidery letters on perforated cardboard

cutting, breaking the letter on the contour

recognition of the letter written by the dotted line

definition Letter with Difflicted Element

search for a roaming image letters

showing the correctly written letter among the mirrored

drawing letters in the air with two hands

drawing on flour

drawing letters on palm, gaunting

using the manual "Find the letter"

Much attention is paid to the formation of sound-lettering and synthesis in children, since not sufficient formation of these processes leads to manifestations of dysgrafy in school learning. The definition of the first, last sound in the word, determining the number of sounds, syllables in the Word, their sequence, the ability to make a syllable scheme, words, suggestions - these skills children are successfully trained in my classes. Despite the large number of guidelines for literacy, I developed my material on this topic, so that the children could fix the surveyed skills at home.

Much attention is paid to the development of visual and engine coordination. Inability to use the resource of your own body and, as a result, muscle clips, the lack of accuracy in motion extends both to the entire muscular complex and on speech motility. Using movies to coordinate movement, improving children with visual and auditory perception, forming a sense of rhythm and space. Regularly in class I use relaxation exercises, they help restore muscle equilibrium in a child, soothe and allow it to be better concentrated on the material. Also use self-massage elements with children:

activating massage of hand brushes pine cones

activating hand brushes massage using needle dumbbells

activating massage of ear-sinks

relaxation beans massage

relaxation Massage Ruste Hands

Speech material, accompanying massage, is always associated with a lexical theme, which allows you to accumulate passive and intensify the dictionary obtained in the classroom. At the beginning of the correction process, many children, by virtue of their speech defect and psychological characteristics, do not go to contact, do not show speech activity, or completely deny speech activities. Therefore, in your practice, I am widely used games with the ball. Working with the ball allows the child indirectly included in the joint activity, encourages communication and acquisition of positive emotions. In the future, the game with the ball helps to develop eye-moving coordination, contribute to the establishment of the "Hand-Eye" link. Relying on the knowledge of the level theory of the organization of movements described by the physiologist N.A. Bernstein, it is possible to purposefully adjust one or another level of movements using exercises and ball games. As a basis, I took the development of TA. Sparrow, O.I. Brupenchuk, which are offered as one of the methods of formation of prerequisites for mastering reading and writing through the game with the ball. In my arsenal there are balls of different sizes and textures. I use the following games with the ball:

aimed at the development of shallow motility (capture the ball with a finger, palm; withhold finger; rolling in the direction of the direction)

aimed at the development of orientation in space (throws indicating the direction, rolling, retreating the ball about the surface)

aimed at the formation of the correct sound, the development of phonderatic processes (rolling the ball; throws, rejecting the ball; transmission of the ball; throwing a ball; throwing up with cotton

aimed at enrichment and expansion of the vocabulary stock (rolling the ball; throws, rejecting the ball; transmission of the ball; throwing the ball; throwing up at the same time with cotton)

For the development of arbitrariness, the tasks that are performed on verbal instructions are very important. Multistage instructions teaches a child to draw up an internal action plan and implement it using self-control. In parallel, the children expands the volume of speech memory and auditory attention. Speech maintenance of the instructions with the words "carefully listen and remember" helps the child to concentrate on the task. In the subgroup classes, children perform multistage instructions like: "Put in a box, hide a bunny under the table, put on the chair", "Katya, distribute orange balls to the boys, and girls cones; Himself take the yellow ball, "" Raise the right hand up, led your hand left ear, sneeze twice ", etc. In individual classes, when performing an articulation gymnastics, it is very often suited to the child to do the exercises independently, pointing out their name and quantity, duplicating their words with clarity, for example: "Make a ten time" Horse ", collect five" fungugs ", let go of the" ball in the gate "five times . This technique develops independence in the child, concentrates attention and focus on its actions.

For the formation of arbitrariness and self-control good reception is the use of rituals. Awareness that the familiar process will occur at the moment, helps the child calm down and plan their actions.Each organized activity begins with a certain ritual: I propose to fulfill a specific task, while paying attention to the analyzer that we need to use. "You need to carefully look with the eyes and call the child who has a green jersey, striped socks, blonde hair and a handkerchief in a pocket", "the child will sit down, which will consider the amount and turns into his hands as many times how many noses in our office." It organizes children, allows you to concentrate attention, activate thinking and better task. At the end of the lesson, children are happy to wait for the moment when we jointly pronounce everyone's successes. I praise children and suggest them will be built to return to the group in the order in which I praised them. I use this technique, firstly, to raise the child's self-assessment, for the implementation of self-control and to develop the ability to objectively assess its and someone else's activities; Secondly, to develop auditory memory and the ability to navigate in space. I praise every child, I say: "I praise you, you are well done! You tried today! " And who was distracted - also gets his "portion", but at the very end. But the advance for this child is that even though he is at the end of the building, but should trace that all children would have come to their group and no one was lost. When meeting with the new material I try to avoid presentation. I suggest children to find surrounded by the subject of which will be discussed or hear in the flow of words or guess about the topic of classes with the help of a riddle or leading issues. All these techniques help support high level Concentration of attention and activation of thinking in activities. For success in the correctional work, an important aspect is the motivation of the child for activities. I think that a child is very important to give an advance for success, to announce his dignity, maintain his individuality, to highly evaluate success.

At each lesson, exercises for the development of respiration must be included, since The ability to arbitrarily control the breath, manage its body helps to develop control and over behavior. For this purpose, I use innovative biological feedback technology "BOS-Health". An electronic manual makes it possible to visually adjust to the child his breath under a certain rhythm. Due to this technique, children are formed a diaphragm-relaxation breathing, which allows you to further form speech breathing. The use of this method has a positive effect on the psycho-emotional state of the child, recommended by the authors for use in teaching children with hyperactivity and attention deficit.

Unchanging is that for successful education at school, the formation of visual-figurative thinking is of the greatest importance. In our classes, I pay great attention to the formation of images and ideas. Applying the reception "became friends" - "quarreled", activating the calling of parts of the subject. It is carried out with a support for cut pictures. From the very beginning, work begins on the formation of summarizing concepts. The "Fourth Superst", "Friends are not friends" are held in class, add to recommendations to parents. Formation of comparison and generalization operations, the activation of the dictionary of nouns, verbs, adjectives passes when comparing two objects. For the formation of mental processes, games and exercises are widely applied:

"So it happens or not?"

Tasks for establishing causal relationships

Task at the exclusion of superfluous "call the subject that is not ...."

Tasks for spatial-temporal relations

Games with riddles

Throughout the time of working with children, I try to find funds that would help increase the efficiency of speech therapy. The effectiveness of the correctional work directly depends on the personal inclusion of the child into the pedagogical process and the awareness of the actions performed by it. Innovative computer technologies come to the rescue. I began to master this interesting world, creating using the programPowerPoint Bright benefits, exciting didactic games. A large help in the last year was the appearance in my office of an interactive boards.Qomo.HiteVision. With it, it has an opportunity to even more diversify and make a more efficient correction process. Use in activity interactive learning allows you to stimulate cognitive activity Children increases interest in speech therapy classes, participate in the development of new knowledge, which effectively affects the results of activities.Currently, I develop educational presentations for each lesson, game tasks on the subject of classes. Very convenient to project on the screen. The desired pictures, photos, illustrations. Sometimes we use the projector boards as a shadow screen with children for finger games. For literacy training, I prepare slides for familiarization with the letter, reading syllables and words. Children can work on the board, both using an interactive marker and with a finger. They are familiar with the toolbar on the board and can independently choose the positions they need. Children are offered the following tasks:

Sound symbol symbol

Drawing up a syllable scheme, words, suggestions

Writing letters

Allocation of the subject depending on the terms of the task

Hatching

Drawing letters by points

Designing letters

Selection of the desired element accompanied with speech

Classes are held taking into account the requirements of SanPiN and the instructions for working with a computer:

no more than once a day and no more than three times a week

continuous duration of work is no more than 10 minutes for children 5 years, and no more than 15 minutes for children 6-7 years

for the relaxation of the eye muscle at the end of the lesson, I spend gymnastics for the eyes

Always wanted to have a multifunctional allowance that would help fix various skills. I have been manufactured by the "Sound Story" allowance, which helps children fix an isolated sound, develop a phonmematic hearing, form a speech exhale, consolidate the use of prepositions and ... verbs, fix the skill of the formation of relative and attractive adjectives, practical use of nouns in V.P. and pp, etc. For the prevention of appearances in children, I developed a letter "Let's get acquainted, the letter!", With the help of which at home the children could consolidate the skills received in class sound Analysis, letters, reading words and syllables. We use ICT in your vocational training. The Internet resource allows you to more accurately select illustrative material, using ready-made games and exercises in the correctional process, expand and update your knowledge luggage, shares professional experience between colleagues through Internet sites. A large number of important information I find on site such sites as "speech therapist.ru", "Boltushka", "Merry Lessons", "Logomag", "Logoportal", etc. As a strategy of increasing his professional skills, I plan to start visiting webinars, placing my own methodological developments On professional sites, creating a personal site. The use of ICT helps in the preparation and holding of open classes, leisure activities. Computer techologies allow you to make these events more saturated, colorful and entertaining. Conducting seminars within the institution, master classes, consultations for parents and educators allows you to accompany the speech material with good clarity and more accurately and detail in information.

The contingent of children with speech pathology constitutes in the mass of their children with residual damage to the central nervous system, which is the cause of a resistant speech defect in combination with deviations in psychological activities. As the main task of the correction process is the maximum corrective impact on the speech and mental scope of the child. The maximum effective correction of the speech defect is possible only in conditions of an integrated approach to overcoming it. In the system of an integrated approach, integration occurs between Dow specialists. The resistance of the results is achieved only in the presence of a single correctional and educational space in the Dow with a network of integrative ties.

Integration of Dow specialists in the correctional process

- Development of musical and speech hearing

Formation of the right phrase breathing

Development of the ability to reproduce an uncomplicated rhythmic pattern

-Development of coordination of movements

Formation of optical-spatial representations
- Development of articulation motility

Strengthening common physical health preschool children

LFK

Development of shallow and common motility

Formation of proper breathing

Conduct corrective gymnastics for the development of ability to strain or relax the muscular machine,

coordination of movements

Formation of the kinetic kinesthetic base of movements, normalization of muscle tone.
- Accounting lexical theme When conducting classes throughout the week

Systematic control over the pronunciation of correct sounds in children

Creating a psychological support environment for children with speech violations

Development of PVF

Development of arbitrary and self-control skills, volitional qualities

Removing anxiety in children

Activation of spent vocabulary

Ensuring psychological readiness for school learning

Increasing the psychological culture of parents and teachers

Creating conditions for preserving and promoting health, for the full physical development of children
- Medicine control and prevention of morbidity

Formation of ideas O. healthy education Life

Conducting medical and preventive measures: massage, vaccination, physiotherapy

At the beginning of the school year, our DW specialists make up a plan of joint activities (see appointment).

I consider advisory assistance to Pedagogas Dow. In the interpretation period, I conducted seminars for educators on topics: "Spatial orientation" "Recommendations for the correction of the speech development of junior and middle-aged", "The work of the teacher to normalize speech breathing" and prepared methodical manuals on these topics. Surgical work It may be unproductive without their help, as they have the opportunity to trace a child's speech, help him in consolidating the skills of the activities obtained in classes.For educators, a special sheet is formed, which indicates the sections of individual assistance to children who are engaged in the speech therapist. This is sound-proof, lexico-grammatical games and exercises, formation of graph-motor skills. Relying on this table, the educator can build its activities with the voice problems of each child. Knowing that the child has a sound at the automation stage, the educator chooses for a child tasks that will be maximally filled with this sound. The educator helps in consolidating the skill of the resulting speech therapist in class. Speech games for word formation, word-bypass, didactic games, various lotto are used in collaboratively organized activities in the second half of the day.

One of the most important directions in the correctional activity of the speech therapist is to cooperate with parents. I believe that one of the main conditions for successful working with the child is to establish confidence relations, psychological contact with parents. The first acquaintance with parents occurs when preparing the documentation for the PMPC. At the beginning of the school year, I spend the first organizational meeting with all parents, prepare them for serious and painstaking work, I explain that the biggest authority for a child is his family, his relatives. I set up parents to the fact that their help is simply necessary. I try to find the right approaches to the family. Recently introduced the practice to give thanks to those mothers that are very responsible about our joint work. In recent years, the number of parents concerned in the speech has increased. Some moms are well informed in matters of violations of speech and it is very nice. At the first meeting, I clarify the order and tasks that will be solved in the learning process. Next, I spend individual conversations with parents, where I find out in detail the speech development of the child, its psychological features, determine possible cause speech disorder.

During the year I spend group and individual advice forparents. The most important are themes:

- “Rules for performing articulation gymnastics ";

- "Self-massage and breathing exercises"

- "Develop fingers - prepare your hand to the letter";

- "How to fulfill recommendations for the house";

- "Development of attention and thinking";

- "Speech games at home";

- "How to follow the automation of sound at home";

- "How to teach a child to read";

- "How to teach sound Bucker Analysis” .

In order to prevent speech violations, I perform at the parental meetings of the younger groups, where we discuss the age rules for the development of speech, possible ways of developing speech in younger aged. Near the speech therapy office there is an information booth for parents, where they can track the dynamics of their child, learn many important and useful information. Practicing training with children training for parents who are in the game form. By participating in a joint correctional process, parents gradually become more active, responsibly relate to the tasks of the speech therapist.

It is important in my teacher's profession and exchange personal experience, participation in public life.In 2009, I participated inII. The international meeting of Colorado Siberia on the problems of training teachers devoted to the actual theme of the continuity between the initial and preschool element. In 2010, visited the author's seminar Nishcheva N.V., dedicated differential diagnosis Speech violations and organization of work in the speech therapy group. In 2011, he took part in the district professional teaching "Teacher of the Year", which took 2nd place. We regularly attend urban seminars and methodical associations of current topics. For students of the Pedagogical College named after Makarenko, passing pedagogical practice in our Dow, I spend open classes and consultations on the topic: "Forms of organization and conducting a correction process in DOU".

Results professional activity I think:

a fairly high level of readiness for school graduates;

formation of the phonetic side of speech;

formation of lexico-grammatical categories;

formation of sound-lettering and synthesis processes;

stable high rates The issue of children with the norm of speech development at the end of the correctional learning.

I look with great excitement to the future of my profession. The steady growth of children with problems in speech development obliges to seek the most effective methods and ways of corrective impact. My strategy for the coming years is the most profound study and introduction into the pedagogical process of neuropsychological correction.

The main thing in the teacher's profession is love for children. "We are with you along" - my first suggestion for children in meeting. I respect them and teach respect to each other, what would they know and appreciated everything good and bright, which will be in their future life.

- kindergarten № 000

Senior Educator GOU Development Center of the Children - Kindergarten № 000

Head of the GOU Center for Development of the Children - Kindergarten № 000

Speech therapy work in the conditions of the logopunk of the preschool educational institution

Our kindergarten C is a city experimental platform on the development of an innovative model for incorporating children of early and preschool age into educational space. " The scientific leader of the experiment is the Doctor of Psychological Sciences, a professor of special pedagogy and special psychology.

Often parents ask the question: "What is speech therapy paragraph?". Currently, in many preschool institutions, there are logoplacks, such a logopunk is in our kindergarten . The position of the Logopeda Teacher is introduced into the staffing of public educational institutions in order to create equal starting opportunities at the beginning of children in school, due to the recently observed decrease in the level of speech development of preschool children, on the basis of a decision college Moscow Committee of Education dated 01.01.2001 No. 6/2. The work of the teacher - the speech therapist is based on the internal schedule of preschool educational institution. Schedule I. timetable of classes Approved by the head of the preschool educational institution. List of children for the provision of speech therapy assistance to children Compiled in May, approved by the head of the kindergarten, head of the children's urban polyclinic and speaking copyright.

The purpose of the work of the logopunk in a preschool educational institution is to provide the necessary speech therapy assistance to children aged 4 years to 7 years. At the beginning of the school year, the work of the teacher - the speech therapist begins with the survey of the state of the speech of older children, the rest of the children who have reached the 3rs summer ageExamined throughout the year. The total number of children for speech therapy work during the year at the Logoped Teacher's bet in kindergarten is 25 people. The list of children is approved by the Psychological - Medical and Pedagogical Commission.

First of all, children are included in the list six-year-old ageMarked at school. If there are free places after the liberation of places as a result of speech therapy work with the children of the preparatory age, children of the five-year-old age are accepted.

The work of the teacher-speech therapist of a general education institution in its structure and functional duties differs from the work of the teacher-speech therapist's speech therapy kindergarten. So, speech therapy classes Not included in the schedule of group classes, but in parallel to the pedagogical process. The duration of classes does not exceed the time stipulated by the physiological features of the age of children, in accordance with the sanitary and epidemiological requirements for the device, content and organization of the mode of operation in preschool organizations (2.4.1.2660-10).

The main forms of organizing work with children who have violations of speech, are individual classes, as well as small subgroups (2 children).

The speech therapy work on the logopunk has both positive (greater coverage of children with violations of speech) and the negative side (children with complex speech impairments are very difficult to provide full-fledged assistance in such paragraphs), since children with speech violations receive speech therapy assistance portion, and not daily like children of a speech therapy kindergarten. Therefore, parents of children with complex disorders (general underdevelopment of speech, phonetiko – phoneme Violation of speech, dysarthritarian disorders) Teacher - the speech therapist gives recommendations on the transfer of a child to the institution in which the compensating species groups are functioning in order to maximum effect in correction work Speech violations to eliminate the emergence of persistent specific difficulties in mastering the skills of writing and reading. Going to school, these children constitute a risk group, which defines their further level of training, social adaptation and personality change on the development of the "child - adolescent". Awareness by the child of its peculiarities can be the result of his insecurity, interfere with learning, to fully reveal its own abilities and intellectual possibilities.

The main tasks that the teacher-speech therapist solve in their work on the Logopunk are:

v formation and development of phonderatic hearing in children with speech impairment;

v Correction of sound-proof disorders;

v timely warning and overcoming the difficulties of speech development;

v inflation to children of communicative communication skills;

v Educational and advisory work of teachers of the State Educational Institution for the formation of the speech development of children.

Currently, there is no correctional program for the logocks, so classical techniques (,) and possession of modern technologies (,) are supported in the work. Diagnosis, correction and prevention should be considered not only for voice defects of the child, but also associated shortcomings of the development of mental functions.

For the full development of the child, his speech competence requires a consistent system in the work of all specialists of the pedagogical process and parents. In this regard, one of the main tasks of preschool logopping becomes the organization of interaction to create effective conditions For the correct development of the speech of children.

For improvement speech situation in groups, I use such forms such as individual conversations, consultations, workshops, seminars, survey, discussion of problems on pedsovets; I provide practical assistance in planning work on the development of children's speech, make up visual materials, memo, tips on the selection of speech material for holidays. For example, a child is selected a poem with the smallest use of incorrectly pronounced sounds, and sounds located at the automation phase.

Since the speech is the highest mental function of a person, then other mental functions (attention, memory, thinking) suffer from its underdevelopment. At this stage of work, cooperation with a psychologist, who helps to carry out the task is played. Thus, educators receive recommendations from two specialists with one goal.

Both parents and educators groups early age In our kindergarten, they do not go out and receive practical and theoretical assistance to prevent speech violations in children. Tips and recommendations of the teacher-speech therapist I decorated as botlets , Memo, where posting the selection of systems of exercises and games contributing to timely speech development.

Practice shows that for the full-fledged speech development of preschoolers, close cooperation with the parents of children visiting the kindergarten are needed. The labor of parents to overcome speech violations in children is indispensable. They take part in a correctional - pedagogical process, fulfilling the advice and recommendations of the teacher - speech therapist, understanding their importance. In our kindergarten, working with parents is held in different forms: Individual conversations, surveying, counseling, parental meetings, design of information speech therapycuts, publishing booklets with recommendations, memos and information "logo page", speeches on parental meetings, practical joint classes of children and parents.

For example, both parents and teachers I use memos that help caregivers in work and inform parents about the laws of the development of children's speech.

Memo for adults

"The child learns his native language imitating,

Listening, watching and touching hands "

v. Remember, the speech of the adult is a sample for a child.

Many words of the baby hears the first time, and how he will perceive them, and will be pronounced. When talking with the baby, watch the correctness of your speech, say it is not in a hurry, clearly pronounce all the sounds and words calm,

friendly tone.

In communicating with the child, especially in early and younger preschool age, it is impossible to "fake" under children's speech, the words are distorted, to use truncated words or sound suspensions instead of generally accepted words. As a result of the wrong speech of the adult, the kid will skip the sounds, "swallow" endings.

v. Do not force the child to say a sophisticated speech material for him. This can lead to stuttering.

Do not load your baby complex and not understandable for him with words, do not memorize complex in the form, content and volume of the poem, do not teach correctly pronounced sounds, which, due to the unpreparedness of the device, are not yet available to him.

v Remember that your child is the only and unique, love him as it is. Do not treat his problems.

You should not oppose the child, laugh at how he says. From such a reaction of an adult baby will be closed. You can not scold the baby for the bad speech and demand that he immediately and truly repeated the word for adults.

During the statement, do not interrupt the child, you must give him the opportunity to express my thoughts, and then, remembering the inaccuracy in his speech, point out errors (give the right sample) tactfully, in a friendly tone.

v. Encourage the desire to ask questions in the child.

Do not dare questions defined by the child, be attentive to it. Do not pushe it with your sharp answer or silence, otherwise he will be closed and will not ask anything anymore. Children's questions prompt you that the child is open to communicate.

Adults should be prepared for what they will have to answer the same question repeatedly. Be patient, explaining the same thing, persistently moving towards the target target. Help the child so that your tips encourage him to their own decision.

If you can not answer now, promise that you do it another time.

v. Show the child "World around".

Talk with your baby when you are next to him about everything is surrounded. Communicating with a child, you make clarity in his impressions, clarify the values \u200b\u200bof the words.

The child is more successfully leaving the language at the moment when you listen to him, communicate with him, talk.

Read the baby book regularly, consider pictures. Fill his life with new impressions! And he will only please you with its development.

v. Play with your child, the game develops speech.

Give the child the wide opportunity to use each of the five feelings: he must see, hear, touch his hands, try to taste and feel different elements of the surrounding world.

Bibliography:

1. The importance of organizing the work of the teacher - a speech therapist in a kindergarten, which does not have specialized groups in its structure ( explanatory note). Approved at the meeting defectologists Moscow on the basis of the decision of the Moscow Education Committee of 01.01.2001

2. Parables of the Ministry of Education and Science of the Russian Federation "On approval of the situation About the Psychological - Medical and Pedagogical Commission "of 01.01.2001 No. 95.