Commission for a speech therapy group - why it is needed and how it works

Causes of speech disorders in children

1. Heredity – mental retardation, hearing impairment in parents.
2. Intrauterine pathologies (the mother suffered a viral disease during pregnancy and was injured). They develop when the fetus is between 1 and 4 months old.
3. Premature birth and birth injuries leading to intracranial hemorrhage.
4. Diseases and injuries in the first years of life: rickets, whooping cough, meningitis, damage to the skull or palate, inflammation of the middle ear.
5. Psychological reasons: parents do not communicate with the child, treat him poorly, leave him alone too often.

Commission for a speech therapy group - why it is needed and how it works

Kuznetsova Anna

Commission for a speech therapy group - why it is needed and how it works

A referral to a commission to register a child in a speech therapy group causes protest and anxiety among parents. Many parents feel that the goal of the commission is to make a diagnosis and issue a certificate, but they are not interested in the needs of the baby.

In addition, hearing about a correction group in a preschool educational institution (preschool educational institution), parents have the feeling that their beloved child is mistaken for mentally retarded . And they, throwing away the voice of reason, strive to prove the opposite to everyone. Although the conclusion of a speech therapist is the first step towards eliminating the defect After all, the earlier a violation is detected, the easier it is to cope with it.

What is a speech therapy group and who needs it ?

The correctional group in kindergarten is designed to create optimal conditions for children with severe speech impairments to eliminate the defect, master the program for preschoolers and prepare for literacy (reading and writing)

At school.

In the speech therapy group , educators and defectologists work on establishing correct articulation, improving the perception and recognition of phonemes by ear, increasing passive vocabulary, developing coherent oral speech, and eradicating grammatical errors. Additionally, classes are conducted that develop fine motor skills of the fingers, the ability to draw, strengthen memory, promote concentration, and the development of imaginative and spatial thinking. This comprehensive approach allows you to quickly eliminate speech underdevelopment.

Corrective work is carried out jointly by a speech therapist , a teacher, a physical teacher and a kindergarten music worker, and a psychologist .

PMPC - what is it?

The commission for the speech therapy group is called PMPC and stands for psychological-medical-pedagogical . Children 4–5 years old with severe speech disorders are referred to PMPK. And speech disorders that do not correspond to age, a child of 5 years old cannot correctly pronounce sounds that should have already formed by this age.

The purpose of the commission is a comprehensive examination of the small patient, identification of speech disorders, recommendation of the necessary training program and duration of correction.

The PMPC includes:

pediatrician (children's general practitioner)

;

clinical psychologist;

psychiatrist or psychoneurologist;

speech pathologist or speech therapist .

A teacher , speech therapist , psychologist or head of a preschool educational institution recommend passing Parents can also initiate an examination on their own, believing that the child needs help from a speech therapist .

How to get on the commission ?

The first thing that is necessary is to take a referral for a PMPK examination in kindergarten, from a speech therapist or pediatrician . Then you need to prepare the necessary package of documents.

From the preschool educational institution that the child attends, you need to take a reference from the teacher and speech therapist , certified by the signature of the head and seal.

Then the date of the commission . Registration for examination is carried out at the city center for psychological, medical and pedagogical support . When undergoing the examination, parents provide passports, the baby’s birth certificate and a prepared package of documents.

What happens at the commission ?

Parents come to the examination with their baby. The PMPK meets collegially in one room. A speech pathologist , clinical psychologist, teacher, psychiatrist or neurologist talks with the baby in the presence of adults

The listed doctors are located at the same table, communicating with the child standing opposite them. Or they are at different tables, and the baby takes turns approaching each person present. During the examination you will have to answer questions and complete tasks.

The atmosphere of the commission can frighten the child. Specialists do not try to find an approach to the baby; they ask questions hastily, without giving time to think.

The duration of the examination is 30-40 minutes. It is important that parents encourage the child.

How to prepare?

Before the examination, you need to explain to the child what is required of him, explain in what form the conversation will take place . You can ask your child the questions that will be on the commission . They depend on the age of the baby and the preliminary diagnosis.

At the commission, experts ask :

Tell about yourself and your family: name, age, place of residence, occupation of parents. Describe what the baby prefers to play with friends, what to do with mom and dad. Give the names of teachers and nannies. Tell about your pets: what they name, what they eat, how they play. Describe your home: the number of rooms, the purpose of the kitchen, toilet, bathroom.

Tell him what he knows about the concepts of day and night, weekdays and holidays, describe his daily routine.

Name the colors and shapes of the objects shown in the pictures, their location (under the table, on the chair, above the window)

.

Sort the pictures into groups : food, pets, furniture, toys. Find an extra item in the row, explain why .

Name the parts of the body and their purpose.

Remember a series of objects, turn around and find what has changed.

Repeat the words spoken by the specialist in the same order.

They check the articulation and literacy of sentence construction in accordance with age standards. The child should know what synonyms are (fun - joy, antonyms (crying - laughter, homonyms (key, braid, give examples.

Then phonemic awareness is checked. To do this, the child names the syllables of a given word and counts the words in the spoken sentence. They check whether the baby perceives the meaning of words that are similar in articulation: bark - hole.

The level of coherent speech is analyzed by asking a small patient to compose a story based on a picture.

The perception of someone else's speech is assessed by giving the task to retell a short story. The child must:

demonstrate how he sings, jumps, eats;

express your needs and feelings: tired, hungry, wants to sleep;

catching or hitting a ball, jumping on one leg is an indicator of coordination of movements.

The tasks and questions asked by PMPC members are not difficult. It is important to understand the reason why the child could not complete them. This could be banal excitement, pedagogical neglect, poor understanding of the Russian language (if it is not the child’s native language)

or speech underdevelopment that requires correction.

It is necessary to test the child in advance so that he does not worry when he hears a question or task, and understands what awaits him. However, the diagnostic questions of PMPK are standard and any child of a certain age can cope with them.

Commission conclusion

Based on the results of the testing, members of the PMPC draw up a protocol and familiarize the parents with it under their signature - this indicates the presence of the parents or legal representatives of the child at the examination.

The commission makes an opinion on whether the small patient can attend a regular preschool group , whether transfer to a specialized (
speech therapy ) group , whether correctional classes with a speech therapist , observation or treatment by a neurologist or psychiatrist are necessary.
The results of the PMPC are of a recommendatory nature. Parents themselves decide whether to adhere to them or not.

Information about the availability of correctional (
speech therapy ) groups for children with severe speech disorders in preschool institutions will be provided by the regional education departments.

How do you know when it’s time to work on your child’s speech?

Initially, the child learns to pronounce sounds, then to put them into words, then to construct phrases and express thoughts. You should not expect from a two-year-old child impeccably clean pronunciation and beautiful speech, observing genders and cases. In addition, until the age of three, a child will not be able to concentrate on classes for more than 10 minutes.

The optimal age for starting classes for a healthy child is four to five years. By six he should already be able to pronounce sounds correctly and express his thoughts coherently. It is better to correct the pronunciation before the molars grow in.

Classes are needed if:

• the baby pronounces individual sounds incorrectly;
• the child rearranges syllables in words, constructs phrases incorrectly, confuses cases, gender, and numbers;
• “porridge in the mouth”;
• speech is too fast, slurred;
• the child stutters;
• the baby has suffered a birth injury or infectious disease;
• The child was diagnosed with hearing impairment, mild mental retardation, and developmental delay.

Even if you are not going to take your child to a speech therapist on an ongoing basis, it is worth bringing him for a consultation - you will receive recommendations for home activities. It is also advised to show the child to a speech therapist before school, even if there are no obvious problems.

The problem of speech disorders is not always purely speech therapy - sometimes it makes sense to correct pronunciation only after treatment.

Speech therapy commission in kindergarten

Many parents want to place their children in speech therapy groups, which are found in combined kindergartens, or directly in a speech therapy kindergarten. Everyone knows that training programs and preparation for school in a speech therapy group are much higher and better than in a regular group. And a certain number of children is provided there: only 10-14 people. Thanks to this, more individual time will be allocated to each child. It is not easy to get into such a group if the child does not have any speech problems.

Usually, recommendations for passing a commission to a speech therapy group are given by the speech therapist of your kindergarten or someone coming from the speech kindergarten, if you don’t have one. Children with speech disorders and those in need of correction are added to the list, which is then announced to their parents. Those who agree to be transferred to a speech therapy group go for an interview at the kindergarten, where they are given a two-sided form - a referral for a preliminary round of doctors before the commission. No one will force parents to visit doctors; this is a voluntary decision.

Parents of the baby who agree to undergo medical examinations must visit the following specialists:

1. Oculist.
2. Otolaryngologist.
3. Neuropathologist.
4. Dentist-orthodontist.
5. Psychiatrist.
6. Pediatrician.
7. Surgeon (some kindergartens ask for an additional visit).

When undergoing a medical examination, make sure that the doctors put their signatures and seals on the referral. They issue a referral in advance in order to have time to see all the doctors before the meeting of the PMPC commission (psychological-medical-pedagogical commission).

In addition to a referral with notes from all doctors, you will also need:

1. Copy of the child's birth certificate
2. Characteristics written by a teacher and speech therapist
3. Application for transfer to a speech therapy group

Parents will be notified in advance about what day and where the commission will meet. Usually this happens in the kindergarten itself or in the RONO. Specialists will talk with the child and check for papers and evidence. The composition of the commission may vary in different cities, but, in most cases, it consists of a psychologist, speech pathologist, speech therapist, and representatives of the Regional Educational Institution.

Usually they ask questions about intelligence and logical thinking. They are asked to repeat sound phrases in order to better identify problems in the pronunciation of individual sounds. Judging by the reviews of parents, the conversation with the baby is very short, about 10-15 minutes, and the result is immediately announced.

Representatives of the PMPC commission may ask:

• assemble a pyramid;
• put a circle into a circle, a square into a square, a triangle into a triangle, etc.;
• name the figures;
• name the colors;
• collect body parts of a paper man cut out;
• name the seasons, which one it is now;
• answer who the child is to mother, grandmother, uncle, etc.;
• find an extra item;
• answer spatial questions: where the cat sits (on a chair, under a chair, behind a chair, etc.);
• tell what the people in the picture are doing;
• say words like: stir up, mezzanine, etc. to check the pronunciation of sounds;
• combine objects into groups according to some criteria;
• draw something;
• recite a poem or sing a verse of a song and other questions on pronunciation of sounds, intelligence and logical thinking.

It is better not to teach the child to answer these questions in advance, because the clearer the experts make the diagnosis, the more accurately they will determine measures to correct the problems.

Speech problems in children

Speech disorders in children can be caused by the following reasons.

Phonetic underdevelopment

Perhaps the most common type of violation is the incorrect pronunciation of one or more sounds. Before a speech therapist, you can visit an orthodontist - sometimes the problem can be solved by cutting the frenulum.

Phonetic-phonemic underdevelopment

With such a violation, the baby cannot even hear the sound correctly. Difficulties arise with speech, writing, and learning languages. Ask your child to repeat after you the chains of words: “dom-som-kom-lom” or syllables: “gu-ku-gu-ku.” If he makes a mistake, this is a warning sign.

General underdevelopment

Poor vocabulary, difficulty expressing thoughts, inability to write a description of a picture... As a rule, such children begin to speak later than their peers. They find it difficult to concentrate and remember. In addition to a speech therapist, you will most likely need a neurologist.

Pathologies associated with injuries, heart defects, damage to the nervous system

Examples of such pathologies include alalia, aphasia and dysarthria.

Alalia occurs due to damage to the nervous system. The child speaks very poorly, and his speech is meaningless, or he does not speak at all. Also, sometimes a baby may suffer from movement disorders, hyperactivity, or, conversely, retardation.

If alalia implies that speech initially develops incorrectly or does not develop, then aphasia is an acquired disorder. It can be caused by damage to the cerebral cortex, head injuries, and heart defects. With aphasia, children do not understand other people's speech and do not control their own, do not remember words well, and change sounds and syllables.

Dysarthria is a relatively rare disorder in which a person's speech is slurred and slurred. Dysarthria is provoked by disturbances in speech breathing and articulation, which are associated with lesions of the nervous system.

Such problems need to be dealt with comprehensively - with the help of neurologists, teachers, psychologists and speech therapists.

How to create an activity at home?

The main principles of homework:

1. Regularity. Exercise every day, but without overloading the baby and taking into account his age and well-being. You can start with 3-5 minutes a day, gradually increasing to 15-25.
2. Game form. Only you know what your child will like most: retelling an interesting story or a competition to see who can pronounce a tongue twister the fastest. Start with tasks that are more interesting to your baby, gradually moving on to less exciting ones.
3. Comfortable environment. For many types of activities you need, at a minimum, a table, a comfortable chair, and often a mirror on a stand.
4. Patience. It is impossible to achieve amazing results in one mini-lesson. Encourage your child, praise him for successes and don’t get angry for mistakes, don’t laugh or imitate. Otherwise, the baby will withdraw into himself, and speech problems may worsen.
5. Do not do tasks for your child if he cannot cope with them. The point of the classes is to benefit the baby, and not to impress the speech therapist.

Types of activities for speech development

Articulation gymnastics

This is a set of exercises that develop the speech apparatus and promote the production of sounds. Articulation gymnastics helps to pronounce words clearly and clearly even without the help of a speech therapist. Suitable for overcoming any speech defects.

You need to exercise twice a day every day. Each lesson is 3-5 minutes, each exercise is five times. You can add no more than one new exercise per day. All classes must be conducted sitting in front of a table mirror. It’s good if the mother or father does them together with the child.

Examples:

1. “Tube”: the lips are pulled forward, the teeth are closed.

2. “Barrier”: the tongue rises behind the upper teeth, the mouth is slightly open.

3. “Swing”: the tongue moves down and up alternately, in each position for several seconds.

4. “Fence”: the lips are held in a smile, the upper and lower front teeth are exposed. 5. “Pancake”: a relaxed tongue is held behind the lower teeth.

6. “Stretch”: the tongue sticks out and reaches for the nose, chin, and corners of the mouth in turn. 7. “Mushroom”: the child should smile, open his mouth wide and suck his wide tongue to the roof of his mouth.

8. “Horse”: the mouth is open, the lips are held in a smile. You need to suck the tip of your tongue to the roof of your mouth and start flicking your tongue. Performed 5-6 times.

9. “Cup”: smile, open your mouth and bend the edges of your tongue in the shape of a cup.

It is important to learn how to hold the chosen pose for the required time - for example, counting from 1 to 5 or 10.

Development of fine motor skills

The speech center of the brain is located close to the motor center. Scientists have proven that if you develop the fine motor skills of a child’s hands, that is, teach him to perform small, precise movements with his hands and fingers, the speech center will also become active. Such exercises are useful for any speech disorders.

Exercises:

1. Games with plasticine. For younger children, it is enough to knead it and sculpt figures of one color; for older children, assign multi-colored figures that are more complex.
2. Sorting small items (especially important in the third year of life). Mix two types of beads or buttons, peas and beans, shells and pebbles in one container and ask your child to separate one from the other. You can “tailor” some story to this - for example, one doll likes peas for dinner, and the other likes beans. Gradually complicate the task - let there be objects of three, four or more types in one container. The baby should perform the exercise with two or three fingers and bend the rest.
3. Exercise with bulk substances. Teach your child to pour cereals, peas, and lentils from one dish to another (glass, bottle) using a spoon or funnel. Dip small toys and beads into the sand and ask your baby to find them and pull them out with his fingers.
4. Rolling balls. The child rolls small balls on a flat surface with his palm or finger and does not allow them to slip out.
5. Playing with paper. The child crumples, tears and kneads a piece of paper, learning to put it in the trash can.
6. Exercise with raisins. Roll out the dough and invite your child to decorate it with raisins. Let him take each one with two fingers and place it at a distance from each other.

Finger games

One of the types of exercises is “finger games”. This is a short dramatization (often rhythmic, poetic) of stories, fairy tales using fingers. The child repeats the movements of adults.

Examples:

1. I knock with a hammer (my fists knock against each other), I want to build a house (the fingertips of both hands are connected, depicting the roof of the house). I am building a tall house (palms, touching each other, rise up), I will live in that house (clap our hands).
2. We wrote, we wrote (we depict the process of writing), our fingers were tired. Let's shake our fingers (shaking the hands) and start writing again (a movement similar to that at the beginning of the exercise).
3. Four brothers walk towards the eldest (we connect our fingers one by one to make a pinch). Hello big! Hello, Vaska-pointer! (connect the thumb with the index finger). Hello, Little Bear! (large - with medium). Hello, Grishka the orphan! (large - with nameless). Hello, little Timoshka! (big - with little finger).
4. The fingers played hide and seek and the heads were removed. Like this, like this, and the heads were removed. (All ten fingers rhythmically bend and straighten at the same time.)
5. Our fingers woke up, stretched, stretched and shook. They ran, ran, ran, ran, galloped, galloped - and got tired. (We depict all the movements one by one, then shake our fingers and put our hands on our knees.)
6. This finger is grandpa, this finger is grandma, this finger is daddy, this one is mommy, this one is me, this is my family! (At first, the hand is clenched into a fist, then we extend it one finger at a time, and at the end there is an open palm.)

It is advisable to perform the exercises slowly, 3 to 5 times: with one hand, then with the other hand, then with both. After each “session,” relax your fingers and hands by shaking them.

There are no strict rules on the frequency of exercise. The main thing is regularity.

Development of auditory perception, phonemic hearing

Without developed auditory perception, correct oral speech is impossible. Show children pictures of animals and ask them to reproduce the sounds they make. While walking, pay children's attention to the sounds of the street and their differences. Play audio recordings with nature sounds and ask your child what sounds and where. Introduce him to audio fairy tales.

Keep jars of pebbles, cones, vessels with water, pipes and whistles at home. Let the child make the sound from them himself.

By the first grade, a child should already have developed phonemic awareness - the ability to hear and distinguish speech sounds. He must be able to determine whether a word contains a particular sound and select words using it.

Exercises:

1. "First Sound" Invite your child to name the first sound in the names of the heroes of their favorite fairy tale.
2. "Cotton". Pronounce different sounds one by one - let the child clap his hands when he hears the one you asked.
3. "Find similarities." Say several words with the same distinct sound and ask your child what they have in common.
4. "Guess the object." Make a sound - let the child name the vegetable/fruit/toy that begins with it.
5. "Lost Sound" Say the sentence so that the first sound is “lost” in one of the words, and let the child “find” it.
6. "True False". Show your baby a thing, name it and repeat the word, first pronouncing one of the sounds correctly and then incorrectly. Let the child indicate which option is correct.

Vocabulary expansion

A rich vocabulary promotes effective communication and successful study, and also signals to others that this is an erudite person with a developed intellect. Vocabulary can be developed without the help of a speech therapist and at any frequency.

Active replenishment begins at approximately 2-3 years. If for a three-year-old it is enough to know about 1,200 words, then for a six- to seven-year-old child, experts estimate the norm at 3.5 thousand. It is important that the baby not only hears a word briefly, but also understands its meaning, remembers it and uses it several times. Then it will be fixed in the active dictionary.

How to help the process:

1. Read to your child and with him, and most importantly, let him regularly see how enthusiastically you read books. Be sure to discuss the books you read together.
2. Involve the child in the conversation, when talking with him and in front of him, speak correctly, use synonyms and antonyms.
3. Play with your child. For example, in the game “Don’t take black and white, don’t say yes and no.” It begins with the question: “Are you going to the ball?” Next, the presenter builds the dialogue in such a way as to force the player to say the words “yes”, “no”, “black” or “white”, and he must answer, avoiding them. If he says it by accident, he loses.

Exercises:

• ask your child to come up with or find synonyms or antonyms for given words in the text;
• “What is a tomato? This is a vegetable. What vegetables do you know?”;
• “What is the sun doing? What morning?”;
• let the child learn to select related words (“table”, “table”, “dining room”, “tabletop”);
• ask for a detailed description of an object or creature;
• suggest matching the name of the animal with the name of its baby.

Breathing game exercises for training speech breathing

Correct speech breathing ensures proper sound production, normal timbre, clarity, volume, and expressiveness. The baby should learn to use air sparingly and control the time of exhalation.

Examples of exercises (each performed 4-5 times):

1. "Blowing out the candle." Use a strip of paper as a candle, which is held 10 cm from the child’s lips. He is asked to slowly and smoothly blow on the “candle” so that the “flame” flickers. You need to blow for no longer than 10 seconds, after which there is a 5-second break.
2. "Inflating a tire." The child spreads his arms in front of him, says “sh-sh-sh” as he exhales, slowly crosses his arms so that the right one is on the left shoulder and vice versa. Then takes the starting position. Then they clench their hands into fists, taking the “pump handle.” Smoothly bend forward with an exhalation on the sound “ssss.” Straightening, involuntary inhalation.
3. "Airplane". Let the baby spread his arms out to the sides, palms up. Raising your head - inhale. Turn to one side with the pronunciation “zhzh”, exhale, stand straight, lower your arms, pause. The same thing - with a turn in the other direction.
4. "Hedgehog". Hands on the belt, elbows bent. As you exhale, “puff-puff-puff” and move your elbows forward. Starting position, involuntary inhalation.
5. "Crow". Hands rise up through the sides. The child slowly lowers his arms and squats, pronouncing “ka-a-ar” in a drawn-out manner. Starting position, involuntary inhalation.
6. "Geese." Hands on the belt, slowly bend the torso forward, while keeping the head down. We pronounce it drawlingly “ga-a-a.” Starting position, inhale.

Performing exercises in which you need to inhale smoothly through your mouth, without lifting your nose, shoulders and chest, and without puffing out your cheeks.

Music games

Helps develop speech hearing and improve voice control.

Will help:

• onomatopoeic songs (“Geese-geese, ha-ha-ha”, “Kwa-kwa, says the frog”);
• games with duplicating sounds with words (the drum “does” knock-knock, boom-boom, bell - ding-ding);
• dances with short words denoting movements (top-top, jump-jump, skok-skok);
• singing sounds with mom or dad (“doo-doo-doo-dudochka”);
• performance of any song to the rhythm of clapping and stamping;
• Guessing a song by rhythm.

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Pronunciation of complex sounds

Articulation develops gradually; children usually master the pronunciation of complex sounds last. Often in speech the child replaces them with simpler ones or does not pronounce them at all.

Sound "R"

Experts advise studying this difficult sound in a child at the age of 5. If the baby pronounces “r”, but incorrectly, then even earlier - then it’s more difficult to relearn.

To help:

1. Tongue twisters with “r” (“Karl stole corals from Clara, and Clara stole Karl’s clarinet.”
2. Imitation (just say “r” in your speech in front of the child as clearly and cleanly as possible).
3. Production from other sounds that the child pronounces correctly. For example, when a child pronounces “zh”, carefully move the tongue deeper into the mouth with a stick - a “r” is formed. Strengthen the sound by repeating the exercise several times. Or the baby says “z”, lightly touching the alveoli with his tongue, and blows heavily on the tongue. The sound "r" is heard.
4. Three-stage exercise: the tongue is “sucked” to the hard palate, the child takes a deep breath through the nose and a short exhale through the mouth, connecting the voice.
5. Setting up mechanically (carried out only by a speech therapist - with a hammer, spatula).

Sound "Sh"

The production of this sound occurs at 3–5 years of age.

The most commonly used way is through “s”. The child raises his tongue to the sky, pronounces “s” and smoothly exhales air to make “sh”. Before directly placing the “w,” experts recommend developing articulation of the lips and tongue with the help of exercises:

1. A wide smile, exposing both rows of teeth, for 5-7 seconds.
2. Licking lips with a “wide tongue” from top to bottom.
3. Curling the wide tip of the tongue towards the nose.
4. The child stretches out his lips with a straw and blows on a cotton ball for a long time, pushing it, for example, into the corner of the table.
5. The baby blows through his closed lips onto a strip of paper - stronger, weaker, stronger again.

Reviews of speech therapists and speech pathologists

Kharlamova Larisa Petrovna, grandmother of Ilya Ustinov, 8 years old. Classes with a speech therapist:

Many thanks to the staff of the Speech Therapy Center Smile, in particular, speech therapist Lyubov Evgenievna Pugacheva, for their professionalism and creative approach to their work.
In the center itself, all conditions have been created to feel comfortable and exercise. The child walked and studied with great pleasure. The speech therapist competently explains what to do at home and clearly builds a lesson program for the lesson. Previously, I worked with a private speech therapist, but there was no particular result. So there is something to compare with. I recommend this center! Comments and suggestions on the work of the center: Everything is very good.

Milana (Davydov's daughter Tamara, 6 years old). Classes with a speech therapist:

I would like to express my deep gratitude to our speech therapist Elena Sergeevna. She taught my child (age 6-7 years) how to make the sound “R”. It wasn't easy, especially at the beginning. But thanks to the patience and diligence of the speech therapist, the child mastered this difficult letter. I would especially like to note the versatile orientation of the teacher. Elena Sergeevna also began preparing us for school. Thanks to her professional training, Toma began to learn how to retell, count, and write correctly. She conducts classes competently, using modern new teaching methods. Many thanks for her professional approach to her work. Suggestions and wishes: I sincerely wish prosperity and success to your center.

Martanova Natalia (son of Martanov Lev, 4 years old). Classes with a speech therapist:

Problems: Pronunciation of sounds

Review of the work of a speech therapist: I am glad to have the opportunity to leave my review of the work of Valentina Nikolaevna. My child has been studying for two months. Contact with the teacher was established from the first lesson. After just a few lessons, the result of their fruitful work with the child was visible. He always goes to classes with great pleasure and learns a lot of new things. After each lesson, I rejoice at the success of my child and thank Valentina Nikolaevna for her professionalism, attentiveness, participation and individual approach.

Igumenova I.A (son Dima 2 years 10 months). Classes with a speech therapist:

Speech problems: speech disorder, no speech

Feedback about the specialist:

Classes with children are always very interesting. Dima quickly got used to it and does not protest, he studies with pleasure, although at the very beginning it seemed that all his efforts were in vain: the child was uncontrollable, restless, and did not complete tasks. Daria Leonidovna managed to “pick up” the treasured key to Dima’s heart: the child is unrecognizable! I began to understand instructions better, complete tasks and, most importantly, make contact with the teacher. The result of the classes is obvious: Dima has matured before our eyes! Thanks to Daria Leonidovna for her sensitivity and professionalism! I hope she will be able to achieve speech progress from Dmitry!

Wishes to the logo center:

Very good teachers! Individual approach to each child! Thank you “Smile” for helping to develop our children!

Shatunova Elena Vyacheslavovna (daughter of Shatunova Masha, 5 years old). Classes with a speech therapist.

Problems: Defects in the pronunciation of the sounds Ж, Ш, Р

Feedback on the work of a speech therapist: Despite the fact that we have been studying for only three weeks, there is already noticeable progress. The sounds Zh, Sh appeared, and phonemic hearing improved. Classes are held in a playful way, but very productively, using various visual aids. Ekaterina Sergeevna immediately found an approach to the child, managed to interest him and involve him in the learning process, the child is trying.

At the end of each lesson, successes and difficulties are discussed, detailed explanations and recommendations for further work are given.

Ekaterina Sergeevna is an attentive, friendly and result-oriented specialist. We are very pleased, thank you!

Review of the correctional center: Attentive attitude, pleasant atmosphere. I am glad that I contacted this logo center.

Kormilitsina Anastasia (daughter Polina, 6 years old). Classes with a speech therapist.

Speech therapist: Elena Sergeevna

Problems: Can’t pronounce sounds R, L

Feedback about the specialist:

Speech therapist Elena Sergeevna is very attentive, responsive, the child goes to her classes with pleasure. There are already first results from the lessons. The teacher does his job well.

Wishes to the logo center: We are very glad that we came to this center; excellent teachers work here!

Good luck and prosperity to the logo center!

Leonova Maria (son Ivan, 5 years old). Classes with a speech therapist.

Problems: General speech underdevelopment. Feedback about the teacher: Yulia Yuryevna is a wonderful teacher! A professional in his field! The classes are very interesting, in a friendly atmosphere, he quickly finds an approach, and knows how to interest and motivate the child in the classes. There are positive dynamics.

Egorova Nadezhda (child Egorova Maria, 5.4 years old). Classes with a speech therapist-defectologist:

Problems: Poor pronunciation of sounds (S, Z, Ts, Sh, Zh, R, L), poor coordination of movements, short frenulum of the tongue, bite defects. Result of the classes: When we turned to speech therapist Margarita Albertovna, Masha’s speech left much to be desired and did not live up to her age. We trained three times a week. Margarita Albertovna was able to captivate Maria and get her talking. At each lesson there were games that developed attention, memory, fine motor skills and coordination, so my daughter enjoyed studying. We thank Margarita Albertovna for promptly referring us to the dentist to eliminate the short frenulum and malocclusion. Within a year we have installed all the sounds and can already use them freely (at home we try to keep this under control).

Masha's speech condition has improved noticeably and we are almost closer to normal. We want to continue classes along with learning to read.

We wish the logo center to expand so that more children can study there and receive qualified assistance.

Classes with a speech therapist. Vera Igorevna - (son of Chelnokov Mikhail, 6.5 years old):

Problems: Defects in the pronunciation of the sounds L, L, R, R.

Feedback about the teacher: I think the work of the speech therapist is excellent. In a fairly short time, 2 sounds were staged, the remaining ones are now being staged - there are already results. The child goes to classes with pleasure. The speech therapist has sufficient rigor to cope with the child’s laziness (which, in my opinion, is a very important quality of a teacher). The classes themselves are interesting, dynamic, with elements of developing logical thinking.

Feedback about the logo center: I did not regret at all turning to this logo center. I am completely satisfied with the price-quality ratio. Reviews are the best! Proximity to home, low prices, excellent quality of work from specialists, attentive attitude. We are very pleased! Thanks for your work.

Shakhova Ekaterina Sergeevna (son of Durov Artyom, 2.3 years old). Classes with a speech therapist-defectologist:

Zemina Elena Evgenievna quickly found contact with my son. Used various technologies and techniques. Gave the necessary recommendations. The classes were easy and relaxed in a playful way. We are happy to use all her recommendations at home and practice them daily as homework. The teacher comes from the “child”, which gives good results. Thank you very much for your work and care! Special thanks to the management of Logo for the professionalism of highly qualified specialists.

Bulgaru Elena Nikolaevna (son: Bulgaru Maxim, 3 years 7 months). Classes with a speech therapist:

Problem: Delayed speech development (SDD)

We went to speech therapist Olga Sergeevna for several months, our teacher helped the baby begin to repeat the first syllables and small monosyllabic words in words, that is, we developed onomatopoeia. The first stage of speech in a child is great progress for us. Olga Sergeevna is a very attentive teacher. After each lesson, I gave the child homework to reinforce the material. Every time I came up with something new to learn new sounds, letters and words. We are glad that we visited the Speech Therapy. The prices are also very reasonable here.

Tsvetkova Christina (son: Tsvetkov Denis 6 years old). Classes with a speech therapist-defectologist:

• Phone number and name of the parent who wrote the review: Christina Tsvetkova, 8-967-079-54-**
• Email: red*** [email protected]
• Teacher's name: Potasheva Elena Sergeevna
• Effectiveness of classes: all sounds are introduced into speech

Reason for contact: problems with pronunciation of the sounds “L”, “R”, “R”

Elena Sergeevna is very attentive and responsive. The classes are very interesting, using books and board games. The child goes to classes with great pleasure.

Ilyina Irina (daughter: Ilyina Anna, 3.5 years old). Classes with a speech therapist:

We really liked the teacher! The classes were held in a friendly atmosphere, varied and interesting. The main thing is that there are changes for the better. The child can already compose stories from the pictures. The vocabulary has improved (including verbs, nouns). In general, the child has become able to communicate clearly and well. Olga Sergeevna always gives comments on classes and what to pay attention to when doing homework. We are glad that we got to Olga Sergeevna, because we got results and want to continue our studies in the future. Thank you!