Specifics of using sand therapy in speech therapy classes

The use of sand therapy in correcting children's speech

Author: Esipova Natalya Anatolyevna

You can play with sand not only on the street, but also in the speech therapy room.

Sand therapy (sand-play) is playing with sand as a way to develop a child.

Thanks to playing with sand, I develop tactile-kinetic sensitivity and fine motor skills in children; relieve muscle tension; develop motivation for verbal communication; I form primary pronunciation skills; I am updating my vocabulary; form coherent speech; I teach reading and writing.

As a sandbox I use a waterproof wooden box filled with sand.

To organize games with sand, I use pebbles, small toys, molds and objects.

Partial transfer of speech therapy classes to the sandbox provides a greater educational and educational effect than standard forms of training. Firstly, the child’s desire to learn something new, experiment and work independently increases. Secondly, tactile sensitivity develops in the sandbox as the basis of “manual intelligence”. Thirdly, in games with sand, all cognitive functions (perception, attention, memory, thinking), and most importantly for us, speech and motor skills, develop more harmoniously and intensively. Fourthly, object-based play activities are improved, which contributes to the development of role-playing games and the child’s communication skills.

Based on the techniques of working in the sandbox, the teacher can make the traditional methodology for expanding vocabulary, developing coherent speech, and developing phonemic hearing and perception in children more interesting, exciting, and more productive.

Exercises with sand that I use in speech therapy classes

 "Sensitive palms"

(T.D. Zinkevich - Evstigneevna) - Place your palms on the sand, close your eyes, feel what it is like. - Open your eyes, tell me how you felt (children’s answers). - Do the same, turning your palms on the other side. Tell us about your feelings.

 Slide along the surface of the sand like a snake or like a machine.

 Walk with your palms like an elephant, like a little elephant, like a fast bunny.

 Leave prints of palms, fists, edges of the palms.

 Create patterns and drawings - a sun, a butterfly, the letter A or a whole word.

 “Walk” with each finger of the right and left hand in turn.

 Sift the sand through your fingers or use a pinch to sow a path of sand with a contrasting texture.

 Place stones and natural materials of different structure and size on the sand in a special logical order.

 Guide the figure along sand labyrinth paths.

 Count pebbles and solve a math problem in the sand.

 Lay out a geometric figure with chips.

 Sift sand through a sieve, draw a pattern with a brush or stick, sift sand through a system of funnels, etc.

 You can “play” on the surface of the sand, like a piano or computer keyboard.

 The sandbox can be used to find animals, objects, a certain letter made of plastic and buried among others in the sand (a variation of the game “Magic Bag”).

 Sculpt letters from sand, raking it with the edges of your palms.

 Transform the letters “L” into “A”, “H” into “T”, “O” into “I”, etc.

 Find the letters hidden in the sand and make syllables or a word out of them.

 You can write words in the sand in printed and written letters, first with your finger, then with a stick, holding it like a pen. Sand allows you to keep your child working longer. It's easier to correct mistakes in sand than on paper. This allows the child to feel successful.

 When studying the topic “Stress”

the student pronounces the word written on the sand, emphasizing the percussive sound intonationally. Holding the “Magic Wand” in his hand, he touches the letter with the wand and leaves an accent mark above it.

 Topic “Dividing words into syllables”

mastered with the help of the game “Build the Steps”. On hills made of sand, we have houses with one, two and three windows. Children must lay out steps from the words printed on the cards, sharing on what principle they will be located (building steps). Monosyllabic words are laid out near a house with one window; with two - two-syllable; with three windows - trisyllabic.

 Game "My City"

. The speech therapist gives the task to choose figures whose names contain a given sound, and build a city using these figures. Then you can compose an oral history about this city and its inhabitants.

 “Whose trace is this?”

Wet sand easily leaves fingerprints or footprints. from shoes or the wheels of a toy car. Let the kid try to guess where whose fingerprint is?

 Sand application. Apply a design to the cardboard with glue and sprinkle with sand. Shake off the excess and you will have a wonderful painting. Sand can be painted and dried.

 "Archeology".

Bury a toy (the child doesn’t know which one). During the excavation, the child must guess from the opening parts what is hidden. Bury 2 – 3 items. Let your child dig up one of them and try to determine what it is by touch.

 "Paths of sand."

Show it to your child. how to pick up a handful of dry sand and slowly pour it out, creating various shapes, for example, paths (to a bunny’s or a bear’s house).

 You can bury and dig up letters, numbers, geometric shapes - this will make it easier for the child to remember them.

 Game “Name the sound”

(N.V. Durova) The teacher invites the children to dig small holes in the sand for the ball. Then he pushes the ball into the child’s hole and calls the word, emphasizing the consonant sound with intonation. The child names the highlighted sound and rolls the ball back into the teacher’s hole. Then the task is given to another child, etc. Words: s-s-som, su-m-m-mka, za-r-r-rya, ku-s-s-juice, stu-l-l-l, ru-ch-ch-chka, kra- n-n-n, ball-f-f-f, roof-sh-sh-shka, d-d-house.

 Game "Find a friend"

(N.V. Durova) The teacher takes pictures from the box (butterfly, cow, frog, rooster, bear) and distributes them to the children. - Make houses for these animals, soon their brothers will come to visit them. (Children do.) Then the teacher takes out the following pictures from the box (squirrel, whale, peacock, horse, mouse). - How can we find out where and whose brother is? To do this, let's say the names of the animals and highlight the first sound in these words. - whale - [k'] - he will go to visit the cow, the first sound in this word is [k]; [k] and [k'] are brothers. Children take turns naming those shown in the pictures, highlighting the first sound and selecting a pair. Conclusion: How do these pairs of sounds differ? (Hard - soft.)

 Exercise “Sand Rain”

(N. Kuzub) The teacher slowly and then quickly pours sand from his fist into the sandbox, then onto his palm. Children repeat. Then the children close their eyes one by one, place their palm with their fingers spread out on the sand, the adult sprinkles sand on a finger, and the child names this finger.

 Game “Who was that?”

(R.G. Golubeva) The teacher takes toys out of the box: cow, tiger, bee, snake, hedgehog. Each of them is assigned a specific sound: a cow moos “mmmm”, a tiger growls “rrrr”, a bee buzzes “zh-zh-zh”, a snake hisses “sh-sh-sh” , hedgehog - snorts “f-f-f”. The teacher pronounces a sound for a long time and invites the children to determine who it was. Whoever names the animal correctly gets this toy.

 Game “Which sound is the odd one out?”

— And now the animals will play the game “Who’s the odd one out?” Let's remember what sounds animals make? (Children repeat the sounds.) - And now I will name the sounds (see the game “Who was that?”), and those animals whose sounds I do not name will have to hide in the sand: - r, l, d, g, s , t, k, m, w (f) - d, v, r, s, w, n, g, l, x (m) - h, t, l, d, w, v, g, k (r ) - h, w, j, p, l, d, b, s, c (g).

 Game "Echo"

. The teacher pronounces the syllables, and the children repeat them in turn, and for each correctly completed repetition the child is asked to take any toy for subsequent play in the sand. - ta-ka-pa - pa-ka-ta - ka-na-pa - ga-ba-da - pa-ba-pa - po-bo-po - pu-bu-pu - py-by-py - ta -da-ta - da-ta-da - la-ga-ka - ha-ka-ha With the selected toys, children play sand hide and seek: one child closes his eyes, and the rest hide his toys in the sand.

 Game “Which one is different?”

(R.G. Golubeva) The sand man pronounces a series of syllables (well-well-but, sva-ska-sva, sa-sha-sa, zu-su-su, we-mi-we) and invites the children to determine which syllable different from other syllables.

 Exercise “Sand wind”

(respiratory). Kids learn to breathe through a straw without sucking sand into it. Older children can be asked to first say a pleasant wish to their friends, give a wish to the sandy country by “blowing it into the sand”, you can also blow out depressions and holes on the surface of the sand. For these games, you can use disposable cocktail straws.

When exhaling, the child easily blows sand onto his palms, blowing it into the sandbox.

 Exercise “Unusual traces”

. “The little bears are coming” - the child presses forcefully onto the sand with his fists and palms. “Hares are jumping” - the child hits the surface of the sand with his fingertips, moving in different directions. “Snakes are crawling” - the child, with relaxed/tense fingers, makes the surface of the sand wavy (in different directions). “Spiderbugs are running” - the child moves all his fingers, imitating the movement of insects (you can completely immerse your hands in the sand, meeting each other with your hands under the sand - “bugs say hello”).

You can also finish playing with sand with poems:

Look at our palms - they have become wiser! Thank you, our dear sand, you helped us all grow up (get wiser)!

Experience has shown that the use of sand therapy gives positive results: - students’ interest in speech therapy classes increases significantly; — students feel more successful; — motivation for verbal communication increases;

— primary pronunciation skills develop;

— the dictionary is replenished and activated;

— the grammatical structure of speech and coherent speech are corrected;

— fine motor skills and visual perception develop;

- reading and writing skills are developed.
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Sand games

Abstract: this article is devoted to non-traditional forms of work of a speech therapist with preschool children, namely playing with sand. The author describes games aimed at developing all components of speech. Thanks to the use of sand games, children with speech disorders increase their interest in speech therapy classes and reduce emotional stress.

Non-traditional methods of influence in the work of a speech therapist are becoming a promising means of correctional and developmental work with children with speech disorders. Against the background of comprehensive speech therapy assistance, non-traditional methods of influence, such as playing with sand , optimize the process of speech correction. Let us consider in more detail the specifics of using sand games in speech therapy classes.

Games with sand can be turned on at the stage of automating the sounds: pronounce the sound [Ш] and at the same time slide your palms along the sand, performing zigzag movements (like a snake) or pick up sand in your hand and pronounce the sound [S], pouring a slide, etc. You can pronounce the given sound and draw paths in the sand with your finger, combine pronouncing the sound with writing the corresponding letter. Similarly, work can be done to automate sounds in syllables.

When correcting the lexico-grammatical structure of speech, you can include the following games with sand: playing the game “Who’s missing?” the child needs to guess which figure was covered with sand and name it (for example: there is no hare, etc.). When playing the game “Which one?”, the child needs to choose as many definition words as possible (for example: fox - red, cunning, etc.).

The game “Magic Treasure” will help you practice spatial orientation skills. “There are many interesting figures hidden in the sandbox. But that is not all. There is a magical treasure hidden somewhere. You need to search with two fingers, following strictly the instructions of an adult: “find a surprise in the lower left corner, etc.”

Playing with sand can be a fun and easy way to work on correcting violations of the syllable structure of words. The game options are as follows: the child draws a given number of stripes in the sand, and then comes up with a word based on their number; the child analyzes the number of syllables in a word and corrects the error by removing or adding an extra strip; the child leaves as many “footprints” in the sand as there are syllables in a given word.

Playing with sand helps in an accessible playful way to master the skills of phonemic perception, analysis and synthesis. Children especially like the game “Hide Your Hands” - you need to hide your hands in the sand after hearing a given sound. The game is no less interesting: “Two Cities” - laminated pictures with differentiated sounds [S-Sh] are hidden under a thick layer of sand; [R-L], etc.) the child digs them up and puts them into two groups. You can invite your child to choose figures with any given sound. Also, the child, pronouncing syllable paths (KA-GA-KA), draws circles in the sand.

When drawing pictures from sand, you can practice the ability to construct both simple and complex sentences. The child draws any object in the sand and leaves a sentence or a short story with this word.

Playing with sand makes writing and reading fun. You can suggest the letter “L” in “A”, “H” in “T”, “O” in “Z”, “V” in “Z”, etc. or write the letters, syllables of the word yourself. It is easier to correct mistakes on sand than on paper, where traces of mistakes are always visible. This gives the child the opportunity to feel successful.

Thanks to the use of sand games, children with speech disorders become more interested in speech therapy classes, children feel more successful and the classes themselves are more exciting and interesting. Playing with sand, the child is freed from tension and anxiety, so characteristic of children with speech disorders.

Zherdeva O.P., teacher-speech therapist

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MAGAZINE Preschooler.RF

• Antonova Zhanna Alexandrovna
• Savosina Olesya Vladimirovna

Teacher at Kindergarten No. 69 Open Joint Stock Company. "Russian Railways" Bryansk

If I were asked to name a universal all-age play environment, I would, without a moment’s doubt, say: “Sand.”

Mariella Seitz

Since childhood, playing with sand has become the most favorite for all children. This is the most natural thing - a child playing in the sandbox. All parents buy molds, buckets, and scoops for sand for their baby. The sandbox is the first place for one child to communicate and play with another. Playing with sand promotes a child's motor and cognitive development. These games are a pleasant and creative activity.

Sand therapy is a type of play therapy. It helps to reveal the individuality of each child, relieves mental difficulties, means and methods of sand therapy develop intelligence, increase the child’s motivation for activities. The principle of “sand therapy” was proposed by Carl Gustav Jung. Playing with sand has a positive effect on children's emotional well-being.

My colleague and I have been working with children who have speech impairment for many years. Children are intellectually healthy, their need for play is the same as their peers, but most of them have impaired memory, attention and phonemic hearing. In games, they often lose the opportunity to collaborate with peers due to the inability to express their thoughts, although the rules and content of the game are clear to them. Based on our experience, we have come to the conclusion that sand therapy is one of the means of optimizing the process of speech correction.

Our group has created special conditions and approaches in correctional work with children for a successful method of transferring material and mastering correctional educational tasks by children through the “Sand Therapy” .

We bought sand baths for the group. The stores sell a huge number of toys - animals, houses, plants, fish, cars. Sand games can be used individually, in a subgroup, or in frontal classes. The desire to play and act with objects that arises during the game makes it easier to assimilate the necessary words and expressions and remember them faster. The children better grasp the meaning of each word and expression that is new to them. When teaching coherent speech, my colleague and I pay attention to the fact that children name individual qualities and repeat the description of objects in their entirety. This is how the skill of coherent speech is developed.

In sand play, the child and the teacher exchange ideas, this helps to build a trusting relationship. During these activities with sand, the child concentrates his attention on the subject, forgetting about the difficulties of pronunciation. The combination of sand therapy and the use of other games enrich the child’s vocabulary, clarify knowledge about objects and their purpose. When playing with sand, a preschooler feels a sense of security, since the sand world is a place where one can create. During sand play, a child expresses his deepest emotional experiences.

All games using sand therapy are divided into three areas: educational - aimed at developing tactile-kinesthetic sensitivity and fine motor skills of the hands.

Educational - with their help, children learn the diversity of our world.

Projective games - psychological diagnostics and child development are carried out.

We play out all our lexical topics on the sand. My colleague and I are very passionate about using sand therapy in our practice.

Article “Sand therapy in the work of a speech therapist”

The use of sand therapy in the work of a speech therapist.

Speech therapist teacher: Pleshanova S.B.

2017

Sand therapy in the work of a speech therapist

I have been using sand therapy since September 2014. First, I studied theoretical material on the topic (books, magazines, Internet resources). Then I worked on creating the necessary development environment. To do this, I needed the necessary equipment: 1. Waterproof wooden box. The inner surface (bottom and sides) is painted blue or light blue. Thus, the bottom will symbolize water, and the sides will symbolize the sky. If you work in a subgroup (3-4 people) or individually, its size is 50 x 70 x 8 cm; for group work, the size of the sandbox increases. This size of the box corresponds to the optimal field of visual perception, and this allows you to cover it entirely with your gaze. 2. Clean, sifted sand. It should not be too large or too small. A smaller part of the box is filled with sand. For sand games it is better if it is wet. Thus, the sand symbolizes the “horizon line.” 3. Colored sand. Preschoolers respond emotionally to vivid impressions, therefore, colored sand is necessary. 4. Colored sea salt. Preferably large - it can be used to develop fine motor skills. 5. “Collection” of miniature figures (their height is no more than 8 cm) The set of toys may include: *Human characters *Animals (domestic, wild, prehistoric, marine, etc.) *Transport (land, water, space, etc.) .) *Plants (trees, bushes, flowers, vegetables, etc.) *Natural objects (shells, twigs, stones, bones, eggs, etc.) *Fairy tale characters (evil and good) *Waste material *Plastic or wooden letters and numbers, various geometric shapes (circles, triangles, rectangles, pyramids, etc.) In a word, everything that is found in the surrounding world can take its rightful place in the “collection”. Collecting equipment for games will not be burdensome, since today every child will help with this (with figures from Kinder Surprise, parts of construction sets, etc.).

The very principle of sand therapy was proposed by Carl Gustav Jung, a remarkable Swiss psychologist and philosopher, the founder of analytical therapy. Sand therapy is a type of play therapy. The main advantages of the sand play therapy method in correctional and developmental work: * develops tactile-kinesthetic sensitivity and fine motor skills of the hands, which are directly related to mental operations (the child receives tactile sensations through the skin: hot - cold, dry - wet, hard - soft, kinesthetic sensations obtained while moving) *motivation and interest in correctional and developmental activities significantly increases (on the one hand, the child attends the lesson with pleasure because he is playing, on the other hand, he has no fear of making mistakes, since mistakes in the sand are easier to correct than on paper - this gives the child confidence, he feels successful); *the emotional state of children is stabilized, their performance remains longer (sand has the property of absorbing negative mental energy, interaction with it cleanses a person’s energy); *the vocabulary of words is expanded, the skill of coherent utterance is developed, phonemic hearing and perception are developed, and the skills of sound-syllable analysis and synthesis are mastered; the skill of correct sound pronunciation is consolidated (when a child plays with sand, he talks about his feelings, he pronounces what he did, imitates the characters, enters into dialogue); * all cognitive functions (perception, attention, memory, thinking) develop more harmoniously and intensively, and most importantly for us – speech and motor skills; The child’s communication skills are improved. Based on the methods of working in the pedagogical sandbox, I try to make the traditional methodology for working on the sound culture of speech, on the phonetic-phonemic side of speech, and the development of coherent speech in children with general speech underdevelopment more interesting, exciting, and more productive.

Five steps to organizing the gameplay.

The first step is to demonstrate the sandbox. We usually tell children the following. “Look, our sandbox is half filled with sand, so the blue sides are visible. Why do you think this is necessary? Indeed, boras symbolize the sky. The sandbox has another secret: if you and I part the sand, we will find a blue bottom. Why do you think this is necessary? Indeed, the bottom symbolizes water. You can create a river, lake, sea and even an ocean. And with the help of a jug of water, dry sand easily turns into wet sand. In short, everything here is subject to your imagination.”

The second step is to demonstrate the collection of figurines. Usually we tell children the following. “Look at a lot of different figures here. You can look at them and hold them in your hands. There are trees, houses, people, and much more. When creating your own world, your own picture in the sandbox, you can use different figures.”

The third step is getting to know the rules of sand games. Very often teachers ask such questions. “How to teach children to be careful with sand? How to stop throwing sand in the eyes of your comrades? How can we explain that it is impossible to destroy what others have created?” Indeed, playing with sand puts forward a significant number of restrictions and prohibitions. To avoid moralizing, we recommend introducing children to the rules in the context of some kind of ritual, a constantly repeated action in which these rules are lived and played out.

The fourth step is the formulation of the topic of the lesson, instructions for games, the main content of the lesson. This step is carried out by a fairy-tale character (Sand Man, Fairy, Tortila the Turtle, etc.). He sets the topic of the lesson, on his behalf a fascinating story is told about some event, he formulates tasks and asks riddles. In other words, all educational material is presented to children by this fairy-tale character. He leads the game process, controls its progress, summarizes and analyzes the results of creative work, “crowns” and encourages each of the guys.

Fifth step - completion of the lesson, exit ritual Having completed work in the sandbox, the children dismantle their buildings, place the toys on the shelves; They level the sand, place their palms on the surface of the sand and say words of gratitude.

Thus, activities conducted in the sandbox make the correctional and developmental process creative, interesting, bringing the joy of discovery and pleasure to children. Experience has shown that the use of sand therapy gives positive results: - children's interest in speech therapy classes increases significantly; — delivered sounds are successfully automated and differentiated; — the dictionary is replenished and activated; — the grammatical structure of speech and coherent speech are corrected; — reading and writing skills are formed; — fine motor skills develop; In the future I plan to: replenish the equipment and create an album of photographs.

CARD FILE OF GAMES AND EXERCISES ON THE USE OF SAND THERAPY

Development of breathing. Before starting work on developing breathing, it is necessary to teach children the following rules, using game moments: - “Take in air through your nose, without raising your shoulders, and inflate your stomach with a “ball.” Exhale slowly and smoothly. Try to blow so that the air stream is very long; - “Smooth the road” - from the children’s car, the speech therapist makes a shallow groove in the sand, the child uses an air stream to level the road in front of the car; - “What’s under the sand?” - the picture is covered with a thin layer of sand. Blowing away the sand, the child opens the image; - “Pit” - the child, following the rules of breathing, takes in air through the nose, inflating the stomach and slowly, smoothly, in a long stream, blows out a hole in the sand; - “Help the hare” - three or four depressions are made in the sand - “footprints” leading to the toy hare. There is a fox nearby. It is necessary to “cover up” all traces so that the hare is not discovered; “The road to a friend” - two toys are placed on the sand. You need to use a long, smooth stream to form a path on the sand from one toy to another; - “Secret” - a toy or small object is buried shallowly in the sand. It is necessary to blow off the sand to reveal what is hidden; - “Storm” - a hole is dug in the wet sand and filled with water. A child causes a “storm” with a long-lasting strong air stream

Regulating muscle tone, relieving tension in the muscles of the fingers, improving fine motor skills - place your palms on the sand or in the water, feel the fingers completely relax. — immerse your fingers in the sand or water, clench and unclench your fists. — immerse your fingers in the sand or water, squeeze and unclench alternately the little finger and the thumb on one hand, on both hands at the same time. — immerse your fingers in the sand or water and create “waves” with light movements.

Articulation exercises - “Horse” - click your tongue, at the same time rhythmically with your fingers, in time with the clicks, “jump on the sand” or on the water. - “Turkeys” - quickly lick the upper lip with the tongue with the sound “bl-bl-bl”, move your fingers in time with the movements of the tongue in the thickness of the sand or through the water. - “Swing” - rhythmically move the tongue up and down, move the index finger of the leading hand along the sand or water in the same direction in time with the movements of the tongue. - “Watch” - rhythmically move the tongue left and right, with the index finger of the leading hand in time with the movements of the tongue in the same direction along the sand or in the water. - “Punish the naughty tongue” - with your lips rhythmically spank the protruding tongue with the sounds “five-five-five”, lightly pat the sand with the palms of both hands.

Automation of sounds

- “Strong motor” - pronounce the sound [p], tracing a path along the sand with your index finger. A variation of this exercise is to draw the letter P on the sand or water, pronouncing the sound [P] at the same time. You can work similarly with other sounds, combining writing a letter with pronouncing the sound.

- “Weak motor” - pronounce [P] (soft), tracing a path with your little finger along the sand and water.

- “Gorochka” - take sand or water into your hand and pronounce the sound C, pouring a hill (or pouring water from your palm). A variation of this exercise is to choose a toy with the sound C from the toys lying or half-buried in the sand and, having collected sand and pronouncing the sound, fill it up.

- “Path” - pronounces the syllables assigned by the speech therapist, “walking” them with a finger or lightly spanking them on the sand or water with his palms.

- “Coincidence” - the speech therapist buries toys with the sound [Ш] in the sand: a mouse, a bear, a matryoshka doll, a cat so that the toy in the sand is indicated by a low mound. Then he invites the child to remember toys whose names contain the sound [Ш]. A child names a toy and digs up sand. If the dug up toy coincides with the one named by the child, then he gets the opportunity to play with this toy.

Development of phonemic hearing

- “Funny hide and seek” - hide your palms in the sand after hearing a given sound. For other sounds, hold your hands over the sandbox.

- “Sand Rain” - the speech therapist teacher pronounces syllable combinations, then words, and the child, repeating them, pours sand from palm to palm. Syllable combinations: ba-pa, ta-da, sa - for, ma - na - ma, yes - ta - yes. Words: cat - year - cat; tom – house – com; fable - tower - arable land.

- “Housewarming” - two houses are drawn in the sandbox. Toy animals are hidden under a thick layer of sand. The child digs them up and resettles them in different houses (for example, in “house C” and “house W”).

Formation of the syllable structure of the word - “Name the object” - the speech therapist teacher puts toys in the sandbox. Then he invites the child to dig one hole near an object whose name has one syllable, dig two holes near an object whose name has two syllables, etc. — “Fun Train” - a speech therapist teacher draws a train in the sand with a steam locomotive and three carriages in which toy passengers (for example, a wolf, a cow, a goat, a dog, a squirrel, a chicken) will travel, each in their own carriage. In the first - those whose names have one syllable, in the second - two, in the third - three syllables. - “Correct the mistake” - the speech therapist draws an erroneous number of stripes in the sand. The child analyzes the number of syllables in a word and corrects the error by adding or removing an extra strip. - “Divide the word into syllables” - the child prints the given word (or a self-selected word) on the sand and divides it into syllables with vertical stripes.

Improving the grammatical structure of speech - “Who knows more words?” (for selection and agreement of nouns with adjectives). The child discovers various objects or toys hidden in the sand and selects adjectives for their names, matching them in gender with the nouns (cucumber - oval, green; Christmas tree - plastic, prickly, etc.). - “Recount” - (to coordinate nouns with ordinal numbers). Before class, the speech therapist teacher hides toys in the sand and invites the child to dig them up and count them (the first car, the second boat, etc.) - “Arrange the toys” (for the use of prepositions “FOR”, “BEFORE”, “BETWEEN” in speech) ). The speech therapist teacher invites the child to seat the guests at Bunny’s birthday party, pronouncing his actions (behind the doll is a puppy, in front of the doll is a baby elephant, etc.) - “One-many” (for the use of nouns in the genitive plural). The speech therapist teacher invites the child to sprinkle sand on objects, pronouncing his actions (one cup - many cups, one saucer - many saucers, etc.)

Sound analysis of words and sentences You can draw diagrams of words and sentences of varying degrees of complexity in the sand. - “The word has crumbled.” The child writes or looks for different letters in the sand, then makes words from them. - “Magic transformations.” The speech therapist teacher invites the children to write a word (1, 2 syllables), and then turn it into another, replacing one sound (letter) (cancer-poppy). - “Secret letter”. A speech therapist teacher draws diagrams of sentences of varying degrees of complexity in the sand. Children come up with appropriate sentences. Then the speech therapist pronounces a sentence, and the children draw a corresponding diagram.

Literacy training - “Write in the sand” - the child writes the given letters, syllables and words, and the speech therapist reads them. The reverse option is also allowed: the speech therapist writes, and the child reads. Children 7 years old can be asked to write a short word (with one syllable) in the sand, omitting the first, last letter or the letter in the middle of the word. The speech therapist guesses the word conceived and written by the child.

Development of coherent speech When drawing a sand picture, you can practice the ability to construct both simple and complex sentences. - “Complete the picture and make a sentence” - the speech therapist draws a ball, jump rope, balloon or other objects in the sand. The child’s task is to complete the sand picture and make a sentence based on it. (“Tanya is holding a balloon in her hands”). The phrase is spoken at the moment of action. - “Start a sentence” - the child draws an object in the sand and begins the sentence, the speech therapist (or another child) finishes the phrase. - “Friends” - when drawing on the sand, the child makes up complex sentences (“Tanya has a balloon, and Misha has a rubber ball”). Children really like to retell stories and fairy tales with demonstrations of actions and using toys. Often in the process of retelling, children begin to fantasize, coming up with a continuation of the story.

RITUAL OF “ENTRANCE” INTO THE “SAND COUNTRY”.

Look at our palms, Find kindness and love in them To defeat villains, It’s not enough to just know a lot You have to be active, Brave, kind, strong And it’s also advisable to Do everything carefully!

BEHAVIOR RULES

You can't bite or fight here! And you can’t throw sand! You can build and create: Mountains, rivers and seas - So that there is life around! Don't offend anyone, don't ruin anything! This is a peaceful country Children, understand me!

RITUAL OF “EXITING” FROM THE “SAND COUNTRY”.

Look at our palms - they have become wiser! Thank you, our dear sand.

www.Logopedy.ru

Yaroshevich T.Ya., teacher-speech therapist, municipal budgetary preschool educational institution, compensatory kindergarten No. 12, Belgorod, Russia Original article Certificate: not issued

We all remember how in childhood we loved to play with sand, with what pleasure we built castles, tunnels, cities, cooked soups and porridges from sand and fed them to dolls. A bucket, scoop, and molds are the first things parents buy for their child. Children's first contacts with each other occur in the sandbox. Sand often acts like a magnet on children. Before they even realize what they are doing, their hands begin to sift the sand themselves. In this case, both hands must work, and not just one, the leading one. A conversation arises between the child’s hands and the sand. After all, with your hands you can collect sand into a hill, level its surface again, leave your fingerprints and traces on it, and paint whole pictures. In the sand world, the child feels protected, here he is comfortable, everything is clear and close. The natural need of children to play with sand gave us the idea of ​​using a sandbox in our work. After all, through sand therapy it is possible not only to harmonize the psycho-emotional state, but also to directly solve correctional and developmental problems. In the speech therapy room there are two sand boxes, measuring 50x70x8 cm, painted blue. One is used for drawing with sand on glass - sand animation (with backlight), and the second is used as a sandbox. The sand in them is sifted, washed and processed - calcined in the oven. The very principle of sand therapy was proposed by Carl Gustav Jung, a remarkable Swiss psychologist and philosopher, the founder of analytical therapy. Sand therapy is one of the types of play therapy [1, 4]. The main advantages of the sand play therapy method in correctional and developmental work:

• tactile-kinesthetic sensitivity and fine motor skills of the hands develop, which are directly related to mental operations (the child receives tactile sensations through the skin: hot - cold, dry - wet, smooth - sharp, hard - soft, kinesthetic sensations are obtained during movement) [2 , 6]; • motivation and interest in correctional and developmental activities significantly increases (on the one hand, the child attends the lesson with pleasure because he is playing, on the other hand, he has no fear of making mistakes, since mistakes on sand are easier to correct than on paper - this gives the child confidence, he feels successful); • the emotional state of children is stabilized, their performance remains longer (sand has the property of absorbing negative mental energy, interaction with it cleanses a person’s energy) [1, 5]; • the vocabulary of words is expanded, the skill of coherent utterance is developed, phonemic hearing and perception are developed, and the skills of sound-syllable analysis and synthesis are mastered; the skill of correct sound pronunciation is reinforced (when a child plays with sand, he talks about his feelings, he pronounces what he has done, imitates the characters, enters into dialogue); • all cognitive functions (perception, attention, memory, thinking) develop more harmoniously and intensively, and most importantly for us – speech and motor skills; The child’s communication skills are improved. Based on the methods of working in the pedagogical sandbox, a speech therapist can make the traditional method of working on the sound culture of speech, on the phonetic-phonemic side of speech, and the development of coherent speech in children with general speech underdevelopment more interesting, exciting, and more productive. To organize games with sand, you will need a large number of different plastic figures (including figures from Kinder surprises), small table toys, natural and waste materials. All material is selected according to lexical topics. The technique of drawing with sand on glass (sand animation) is simple. Drawing occurs directly with your fingers in the sand, which promotes the development of sensory sensations. For example, invite a child to be a magician, turning letters: the letter L into the letter A, the letter G into the letter T, etc. [2, 28]. The main thing is to use your imagination and not be afraid to experiment. The exercise games described below are used both for individual correctional work and for subgroup work. Articulation exercises. “Punish the naughty tongue” - with your lips rhythmically spank the protruding tongue with the sound “five-five-five”, lightly pat the sand with the palms of both hands. “Drummer” - hit the tubercles behind the upper teeth with force with the tongue, pronouncing the sound d-d-d, while using the index fingers of both hands rhythmically, in time with the clicks, “knock on the sand.” “Iron” - use the wide tip of your tongue to stroke the tubercles behind the upper teeth: back - forward. Use the index finger of your leading hand to move along the sand in the same direction in time with the movements of your tongue. “Rolling the ball” - the tongue makes circular movements (as if around the lips) on the inside of the mouth, with the index finger of the leading hand, in time with the movements of the tongue, move along the sand in the same direction. Exercises to develop breathing. "Sand Wind" For these games, you can use disposable cocktail straws. The child blows sand into his palms through a cocktail tube, blowing it into the sandbox. "Magic breeze" A little sand is poured into the sandbox so that the bottom is visible when blown away. The child blows into a cocktail tube and “draws” the letters suggested by the speech therapist in the sand. "Smooth road". From the children's car, the speech therapist makes a shallow groove in the sand, and the child uses an air stream to smooth the road in front of the car. "Magic rug" The picture is covered with a thin layer of sand. Blowing away the sand, the child reveals the image. Formation of kinesthetic sensations and fine motor skills of the hands. "The horses are galloping." Children are invited to “jump on the sand” while pronouncing the words: “On the white, smooth road, fingers gallop like horses.” "Aty-baty." It is suggested that, pronouncing the words, “walk on the sand”: “Aty-baty, the soldiers were walking. Aty-baty, to the market. Atty-batty, what did you buy? Aty-baty, samovar.” Automation and differentiation of sounds. Automation of isolated sounds. "Slide". The child is asked to take sand in both fists and pour it into a slide, while pronouncing “ssssss.” And then destroy your slide with the sound “sh-sh-sh-sh”. "Motor". The child pronounces the sound [P], tracing a path along the sand with his index finger. A variation of this exercise is for a child to look for a toy – a car – in the sand. Having found it, he makes this sound. "Looking for treasure." The child is asked to choose a toy with the sound [C] from the toys half buried in the sand and, having collected sand and pronouncing this sound, fill it up. Automation and differentiation of sounds in a syllable. "We're building a path." The child is asked to build a path of leaves on the sand, “walking” with two fingers along the path, repeating the syllables given by the speech therapist teacher (for example: “sva-swo-swo”, “sma-smy-smo”). And then build a path of pebbles nearby, walking along it repeating the syllables “shka-shko-shku”, “shma-shmy-shmo”. (Speech material depends on the level of speech preparation of the child and the stage of sound automation). Automation and differentiation of sounds in words. "Find a toy." The speech therapist teacher buries toys in different places in the sandbox, the names of which contain the sounds [S] and [SH]. Then he invites the child to dig up the sand and name what sound in the name he found the toy with. Development of phonemic hearing and perception. "Funny hide and seek." Hide your palms in the sand when you hear a given sound. For other sounds, hold your hands over the sandbox. "Sand Rain" The speech therapist teacher pronounces syllable combinations, then words, and the child, repeating them, pours sand from palm to palm. Syllable combinations: ba - pa, ta - yes, sa - for, ma - na - ma, yes - ta - yes. Words: cat - year - cat; tom - house - room, fable - tower - arable land. "Housewarming" Two houses are drawn in the sandbox. Toy animals are hidden under a thick layer of sand. The child digs them up and resettles them in different houses (for example, in “house C” and “house W”). The syllabic structure of the word. “Name the object.” The speech therapist teacher puts toys in the sandbox. Then he invites the child to dig one hole near an object whose name has one syllable, dig two holes near an object whose name has two syllables, etc. "Fun Train" The speech therapist teacher draws in the sand a train with a steam locomotive and three carriages in which toy passengers (for example, a wolf, a cow, a goat, a dog, a squirrel, a chicken) will travel, each in their own carriage. In the first - those whose names have one syllable, in the second - two syllables, in the third - three syllables. Sound analysis of words and sentences. "The word has crumbled." The child writes or looks for different letters in the sand, then makes words from them. "Magic transformations." The speech therapist teacher invites the children to write a word (1, 2 syllable) in the sand, and then turn it into another, replacing one sound (letter) (RAK-MAK). "Secret Letter" A speech therapist teacher draws diagrams of sentences of varying degrees of complexity in the sand. Children come up with appropriate sentences. Then the speech therapist pronounces a sentence, and the children draw a corresponding diagram. Formation of lexico-grammatical representations. “Who knows more words?” (for selection and agreement of nouns with adjectives). The child discovers various objects or toys hidden in the sand and selects adjectives for their names, matching them in gender with the nouns (cucumber - oval, green; Christmas tree - plastic, prickly, etc.). “Recount” (to coordinate nouns with ordinal numbers). Before class, the speech therapist teacher hides toys in the sand and invites the child to dig them up and count them (the first car, the second boat, etc.) “Arrange the toys” (for the use of prepositions “FOR”, “BEFORE”, “BETWEEN”) . The speech therapist teacher invites the child to seat the guests at Bunny’s birthday party, pronouncing his actions (a puppy behind the doll, a baby elephant in front of the doll, etc.). “One-many” (for the use of nouns in the genitive plural). The speech therapist teacher invites the child to sprinkle sand on objects, pronouncing his actions (one cup - many cups, one saucer - many saucers, etc.). Development of coherent speech. “What do we have and what do you have?” (composing common sentences, mastering degrees of comparison of adjectives). The speech therapist teacher draws a street (houses, trees) in the sand, the child is asked to complete the picture and complete the phrase (in our city the streets are long... and in our city they are even longer; in our city the houses are large... and in our city they are even larger.) . “Agree the sentence and repeat it” (for the use of singular and plural verbs). The speech therapist teacher draws baby pets in the sand, the child is asked to complete the drawing of one baby and complete the phrase (the kittens lap, and the kitten ... (licks); the puppies run, and the puppy ... (runs). Thus, classes conducted in the sandbox allow you to do correctional and developmental process for creative, interesting, bringing the joy of discovery and pleasure to children.

References 1. Grabenko, T. M., Zinkevich-Evstigneeva, T. D. Correctional, developing and adapting games / T.M. Grabenko, T.D. Zinkevich-Evstigneeva. - SPb.: “CHILDHOOD-PRESS”, 2004.- 66 p. 2. Grabenko, T. M., Zinkevich-Evstigneeva, T. D. Miracles on the sand. Methodological workshop on sand play therapy / T.M. Grabenko, T.D. Zinkevich-Evstigneeva. - St. Petersburg: “Zlatoust”, 1999. - 80 p. 3. Kuzub, N.V., Osipuk, E.I. Visiting the Sand Fairy. Organization of a “pedagogical sandbox” and games with sand for preschool children / N. V. Kuzub, E. I. Osipuk // Bulletin of practical psychology of education. - 2006. - No. 1. – pp. 66-74. 4. Filicheva, T.B., Chirkina, G.V., Tumanova, T.V. Program of speech therapy work to overcome general speech underdevelopment in children / T.B. Filicheva. - M.: Education, 2009.

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