Speech by a speech therapist at a parent meeting / school open day on the topic “Organization of the work of a speech therapist”

Article:

One of the important areas in the correctional and educational activities of a preschool speech therapist is working with parents - as one of the conditions for optimizing the pedagogical process and socialization of a child with speech disorders.
Involving families directly in educational activities is an important psychological and pedagogical condition for the successful implementation of the main educational program of a preschool educational institution. It is necessary to make parents active participants in the pedagogical process, teach them to adequately evaluate and develop their child. The goal of joint pedagogical work is to improve the quality of the correctional educational process to overcome speech disorders in preschoolers.

Modern forms of work with parents help improve their competence and significantly affect the effectiveness of all speech therapy work to eliminate speech disorders in preschoolers.

The issue of finding and implementing new forms of interaction between preschool educational institutions and families is one of the most pressing today. The world is constantly becoming more complex; there is not enough time for “live” communication. Therefore, teachers need to organize these types of events with parents so that they are more interesting and more important than everyday activities.

New forms of work between teachers and speech therapists with parents.

Currently, practice has accumulated a variety of modern (non-traditional) forms, but they have not yet been sufficiently studied and generalized. An informal approach to organizing and conducting these forms of communication confronts teachers with the need to use a variety of methods for activating parents. The classification of non-traditional forms is proposed by T.V. Krotova. The author identifies the following non-traditional forms:

• information and analytical;
• leisure, educational;
• visual and informational.

Information and analytical forms are aimed at identifying the interests and requests of parents, establishing emotional contact between teachers, parents and children. This includes surveys, tests, questionnaires, a “mailbox”, a “question tree” where parents can post questions that concern them.

Leisure forms - joint leisure activities, holidays, exhibitions - are designed to establish warm, informal, trusting relationships, emotional contact between teachers and parents, between parents and children. Leisure activities will create emotional comfort, thanks to them parents become more open to communication. Leisure forms include: thematic holidays “Festival of Correct Speech”, “New Year Tree”, “Festival of Mothers”, “Harvest Festival”, etc.

Cognitive forms . Improving the psychological and pedagogical culture of parents. Their essence is to familiarize parents with the age characteristics of preschool children and to develop practical skills in raising children.

Visual and informational forms in a non-traditional sound make it possible to correctly evaluate the activities of teachers and reconsider the methods and techniques of family education. For example, open educational activities for parents, viewing videos, photographs, presentations, exhibitions of children's works. Using multimedia tools, teachers can show several fragments of classes with children, the organization of routine moments in a preschool educational institution, and thus combine different forms of interaction.

New forms of holding parent meetings.

Only close contact between a specialist and parents can contribute to the elimination of speech defects in preschool age and further full-fledged school education.

One of the main forms of work on pedagogical education of the family is the parent meeting - this is an important element of the strategy of communication with the family, it lays the foundations for cooperation and mutual understanding, and ensures a unity of views on the upbringing and education of preschoolers.

At the present stage, teachers and speech therapists are increasingly using various forms of parent meetings such as:

• pedagogical workshop;
• conference;
• consultation;
• dispute;
• dialogue;
• discussion;
• workshop;
• training;
• experience;
• "round table";
• evening meeting;
• KVN, “Field of Miracles”, etc.
• together with children.

Parent trainings.

Systematization and continuity, constant consolidation of acquired knowledge and skills in speech therapy classes are very important in correctional work with speech therapy children. And in this case, parents are not outside observers, but active assistants to the speech therapist. Parents may well become “home speech therapists” for their children if they have appropriate training in play therapy methods for correcting speech disorders and speech development.

However, as experience shows, parents do not always know how to create the necessary conditions for the constant training of their child’s speech. As a result, children often lose the speech skills acquired during their stay in a preschool institution. This encourages speech therapists to look for such forms of work with parents, as a result of which they could subsequently create conditions for the constant training of their child’s speech. Therefore, the joint work of a speech therapist with parents becomes a necessary and integral part of the correction process.

Interaction with children’s parents is carried out in various forms, among them trainings are particularly successful.

Training is intensive training aimed at developing certain skills. Its main difference from other forms of work is that during the training each participant has access to not only the experience and knowledge of the teacher leading these classes, but also the knowledge and experience of other participants. Parents' ideas about their child's speech problem and ways to overcome it are expanded many times over. Often, just being in a group helps alleviate the problem. Parents who attend the training are convinced that not only their child has speech disorders. They see that parents of many families face similar difficulties. This means that there is no catastrophe in all this and speech problems can be solved.

The training is an active form of work with parents who want to change their attitude towards speech impairment and interaction with their own child, to make him more open and trusting. Participants in the training receive theoretical knowledge and participate in exercises that give them the opportunity to apply the acquired knowledge to a specific situation with their children.

Speech therapy diary

Individual homework assignments for correcting sound pronunciation are recorded in the diary. Completing tasks in a diary allows you to increase the time and frequency of speech exercises and achieve quick and lasting results.

On the first page of the diary, a sound pronunciation screen is displayed, which shows the number of impaired sounds in the child and the dynamics of sound pronunciation correction. Parents see how the sound correction process is progressing. This is indicated by the letters: “P” - the sound requires staging; We perform articulation exercises “A” - the sound requires automation in syllables and words; “D” - sounds need differentiation; “C” - it is necessary to ensure the correct pronunciation of this sound in independent speech. Thus, using the screen, parents can clearly see which sound has not yet been delivered, which one is being automated, and which one has been introduced into speech.

The diary also contains a description of articulation exercises that you can do with your child at home in front of a mirror. Homework is pre-worked individually in a lesson with a speech therapist. Parents complete the recorded task until a grade (sticker) appears in the notebook. The task is considered mastered when the child, at the request of the speech therapist, can easily pronounce the given sound, name pictures, repeat sentences, poems, etc., without prior preparation and searching for the necessary articulation.

Thus, when using a diary and the help of parents, consolidation of pronunciation skills is more productive. The phonetic diary encourages parents to complete their homework with their children in a timely and quality manner. And the stickers in the notebook make the child want to strive for better results.

The Internet and specialized publications as means of speech therapy education for parents.

It is often difficult for modern parents to find time to visit a preschool, school, or communicate with a teacher, especially if they do not see the need for it. The task of a speech therapist in working with parents is not only to help them understand their role in the child’s development process, but also to convince parents of the need for daily painstaking work together with the speech therapist to overcome speech disorders in the child. Therefore, a modern teacher, along with traditional forms of working with parents, must also use non-standard forms - computer technologies. Computer technologies are becoming an integral part of the lives of modern people; they are being introduced into various spheres of life, including the field of education.

The introduction of modern computer technologies into speech therapy practice makes it possible to make the educational work of a speech therapist more productive and effective. Communication with parents can be carried out using the Internet through blogs, websites, and email.

A blog is an online journal or diary of events. This is a website whose main content consists of regularly added posts, images or multimedia. Blogs are characterized by short entries of temporary significance, sorted in reverse chronological order (last entry on top). Features of the blog that allow a speech therapist to use it in practice:

• publicity, which distinguishes a blog from a simple diary, makes the materials accessible to parents to read;
• the ability to leave comments on blog posts that are available for reading, receive feedback from parents by responding to comments;
• the ability to post links, photos, videos allows the speech therapist to create an electronic portfolio, a methodological piggy bank;
• the ability to replenish, expand and enrich the material;

On the blog, parents receive information and practical advice on how to correctly conduct exercises, games, and tasks for children.

A website is a page or group of pages that are united by meaning, location and have a single design style. This is a specific place on the Internet where you can place any information, making it accessible from anywhere in the world.

A modern speech therapist can widely use these Internet capabilities to increase the efficiency of the correction process and collaborate with parents. It is advisable to post informational and educational information on the website.

Educational information may be contained in the following sections:

• “This is important to know” (contains information about the development of speech in ontogenesis, the etiology of disorders of oral and written speech, the consequences of untimely correction, etc.).
• “Useful books” (contains a list of popular speech therapy literature).
• “Play with me” (contains games aimed at developing mental processes and speech skills, indicating goals, objectives and equipment).

Thus, using the website of an educational institution, parents have the opportunity to receive information about events, answers to questions that concern them, and leave reviews and comments about the activities of specialists.

Thanks to the Internet, access to various sources of information, such as speech therapy websites, is available. On his page, a speech therapist can post links to sites useful for parents.

Electronic mail is a technology and the services it provides for sending and receiving electronic messages over a distributed computer network.

Using e-mail, a speech therapist can advise parents without visual contact, answer questions regarding the correction process, give recommendations, send out invitations to meetings, trainings, consultations, and also monitor the timely completion of homework. The speech therapist can send children tasks for independent homework: tests, task cards, picture dictations, reminders, etc.

The tasks are especially relevant when the child is sick and cannot attend classes. The exchange of various interesting materials, links to thematic sites, both between the teacher and the family, and between parents, can occur via e-mail. Thus, parents become active participants in the process of raising and educating children.

Specialized publications (books, media aids).

To carry out speech therapy propaganda among parents, you can use specialized publications, such as media aids and speech therapy books.

The media library is a collection of books, educational and teaching aids, videos, sound recordings, and computer presentations. A speech therapist can help parents choose educational programs and games for practicing at home, which allows them to consolidate the acquired knowledge in a playful way.

This information is communicated to parents in the form of a multimedia presentation or a thematic exhibition at which various media objects are presented, special speech therapy portals and Internet sites are mentioned.

In order for parents to effectively master certain speech therapy knowledge and skills, the speech therapist can independently record video consultations on various topics on electronic media, card files with tasks to consolidate the material, and offer them to parents at meetings and consultations.

Sample video topics:

• “Movable Tongue Lessons”;
• “Difficult sound - you are our friend”;
• “We play with our fingers - we develop speech”, etc.

Parent mail.

All parents want their children to be comfortable and interesting in kindergarten, so that the child can fully develop and communicate. That is why parents have various suggestions, wishes, comments or questions. Some proposals are very sensible and require careful consideration. It is for these purposes that “parent mail” is used.

Parent mail is one of the non-traditional forms of work that involves collecting and analyzing information. Allows the speech therapist to provide feedback to parents. The parent has the opportunity to anonymously ask a specialist a question. This type of interaction is necessary for very busy families who do not have the opportunity to meet with a speech therapist in person, and who, for various reasons, are afraid or embarrassed to ask this or that question.

Presentation of parent mail is possible at a parent meeting or meeting with parents; the teacher explains the mechanism of action of mail; it is necessary to conduct training - invite parents to fill the box in real time, and then answer the questions asked. That is, mail is a kind of prompt and adequate feedback between participants in the educational process: parents and teachers.

Electronic newspaper for parents.

One of the interesting and effective forms of interaction with the family of preschool children is the publication of an electronic newspaper for parents. Electronic means of interaction are gradually becoming a tool that can significantly improve the quality of education, making the learning process interesting and multifaceted.

An electronic newspaper is a way of psychological and pedagogical education of the family, the development of practical skills of parents in the formation of the child’s correct speech, and information about the life of the kindergarten.

Project activities.

The project method is most effective when working with families, as it allows parents, children, and teachers not only to take part in joint activities, but also to see the result of joint work, promotes emotional rapprochement between children, teachers, and parents in the process of joint activities, and the formation of a holistic sensory experience . One of the methods of active learning - the project method - can be considered a form of increasing the educational culture of parents and modernizing the information and educational function of cooperation.

In the course of solving the assigned tasks, a competent adult helps the child find the necessary means and methods for this, organizing conversations, joint trips to the library, reading children's educational and reference publications; observations and excursions, classes in hobby groups and studios.

Together with their parents, children are engaged in productive activities: collecting collections, designing family albums, drawing, sculpting, sewing, crafting, experimenting, inventing and composing. At the same time, it is very important that adults do not do anything for children and do not interfere with their ability to demonstrate maximum abilities, independence, initiative and creativity.

As a result of the introduction of new forms of work, the position of parents is changing. The systematic use of non-traditional forms in working with parents leads to attracting the attention of parents to the problems of raising and educating children, obtaining the necessary minimum of knowledge and, thus, improving the pedagogical culture. Most parents begin to purposefully deal with the problems of raising preschoolers with speech problems.

Used Books:

1. L.D. Morozov "Pedagogical design in preschool educational institutions: from theory to practice." Publishing house "Creative Center Sphere" - Moscow, 2010.

2. A.A. Mayer, O.I. Davydov “555 ideas for involving parents in the life of a kindergarten.” Publishing house "Creative Center Sphere" - Moscow, 2011.

3. V.S. Gainullova, E.M. Zotov “Kindergarten and School of the Future: the basics of cooperation and partnership.” Publishing house "Creative Center Sphere" - Moscow, 2011

4. E.A. Alyabyev “Thematic days and weeks in kindergarten” M.: 2012.

5. Zvereva O.L., Krotova T.V. Communication between a teacher and parents in a preschool educational institution: Methodological aspect. - M.: TC Sfera, 2010. - 80 p.

6. Zvereva O.L. Parent meetings in preschool educational institutions: Methodological manual / O.L. Zvereva, T.V. Krotova. – 4th ed. – M.: Iris-press, 2009. – 128

7. Dronova T.N. Interaction of a preschool institution with parents, - M, Sphere 2002

8. L.S. Vakulenko. Work of a speech therapist teacher with families: traditional and innovative approaches / ed. – St. Petersburg, 2012

9. O.V. Bachina, L.N. Samorodova. Interaction between a speech therapist and the family of a child with speech impairments - M.: TC Sfera, 2009. - 64 p.

10. Organization of interaction between the speech therapist and the family: Methodological manual. Ed. L.S. Vakulenko. St. Petersburg, “Childhood - Press”, 2011. 160 p.

11. Arnautova, E.P., Planning the work of a preschool educational institution with the family // Management of a preschool educational institution. - , 2012. No. 4 - pp. 33-38

MAGAZINE Preschooler.RF

• Speech therapist teacher Irina Nikolaevna Prosyanaya
• Senior teacher Guptor Irina Sergeevna

MDOU "General developmental kindergarten No. 29, Krasny Oktyabr"

Date: August.

Purpose: to introduce parents (legal representatives) to the kindergarten speech therapist, speech disorders and the peculiarities of enrolling children in speech therapy classes.

Event plan:

1. Regulatory documents of kindergarten.
2. Who is a “speech therapist” ?
3. Features of the organization of speech therapy work in kindergarten.
4. The role of the family in overcoming speech disorders in children.

Content

Senior teacher: Good evening, dear parents! We receive many questions from parents about how to get to correctional classes with a speech therapist in kindergarten. To do this, we would like to introduce you to the Regulations on the Logopunkt of our kindergarten.

To provide speech therapy assistance to pupils with speech disorders, there is a speech therapy center in the kindergarten. Before staffing the speech center for the next school year (late February – early March), on the basis of the written consent of parents (legal representatives), the speech therapist teacher conducts a speech therapy examination of students to identify children with disorders in the development of oral speech. Parents are familiarized with the results of the examination and it is recommended to undergo the TMPK; if the parents agree, they are given the appropriate documents to pass the commission; in case of disagreement, parents (legal representatives) have the right to write a refusal to undergo the TMPK in writing.

The conclusion provided to the kindergarten by parents (legal representatives) after passing the TMPK is the basis for the creation of special educational conditions, including conditions for the correction of speech disorders.

First of all, children of the senior and preparatory groups, as well as younger children with complex speech disorders, are admitted to the Logopunkt.

Our speech therapist teacher will tell you in more detail about speech disorders.

Speech therapist teacher: Hello, dear parents! Let us understand what “speech therapy” - this is the science of speech disorders, their correction through special training and education. The term “speech therapy” is derived from the Greek words “logos” (speech, word), “peideo” (educate, teach), which translated means “speech education . Accordingly, a specialist involved in speech correction (or “speech education” ) is called a speech therapist.

As already mentioned, children are enrolled in speech therapy classes only if they have a TMPK conclusion.

Which children receive speech therapy classes? These are children who have problems with speech development. Based on the results of the TMPK, our students may have the following ONR or FFNR conclusions.

What kind of violations are these?

OSD is a speech disorder in which the formation of various components of speech is disrupted in children: sound pronunciation, phonemic perception, syllable structure of words, vocabulary, grammatical structure, coherent speech.

FFND is a speech disorder in which sound pronunciation and phonemic perception are impaired.

What is the work of a speech therapist at a speech center? At the speech therapy center, specialized work with children is carried out in the following areas:

- development of articulatory movements - these are movements of the speech organs (lips, cheeks, tongue);

• formation of correct sound pronunciation
• improvement of phonemic processes, i.e. ability to distinguish by ear the sounds of speech, syllables, words in speech that are similar in sound, articulation
• development of the syllabic structure of a word
• improving the grammatical structure of speech
• enrichment, activation of speech vocabulary

- development of coherent speech, which implies the ability to compose stories, retell texts, recite poems, riddles, proverbs;

• improvement of the prosodic side of speech, including the development of diction, expressiveness of speech, proper breathing, work on correct stress, tempo of speech

— development of fine motor skills of the hands, i.e. movements of the fingers (scientists have proven that the development of small movements of the fingers is interconnected with the development of the speech areas of the brain).

All of the above work is carried out at the logo center in the form of subgroup classes and individual work.

4. What is the role of the family and parents in overcoming speech disorders in children?

Don’t think that speech defects will disappear on their own over time. To overcome them, systematic, long-term correctional work is necessary, in which parents play a significant role, since the child spends more time at home with people close to him. Parents should form the correct attitude towards a child’s speech disorder: unobtrusively correct incorrect pronunciation; to ensure that the child has a positive attitude towards classes with teachers.

Parents should pay special attention to following the recommendations received from specialists. The speech therapist writes down tips and recommendations on an individual basis. Parents should monitor the correctness of their own speech. Speech must be clear, clear, competent, and expressive. At home, read poems, fairy tales, riddles, and sing songs more often. Play with your child, establish verbal and emotional contact.

I would like to note that only in close cooperation between family and teachers can good, high-quality and relatively quick results be achieved in the correction and development of a child’s speech. Continuity in the work of the family and kindergarten is carried out through individual consultations, parent meetings, and visual information for parents.

Speech at a meeting by speech therapist Olga Yumaeva. - presentation

Speech at a meeting of speech therapist Olga Yumaeva

The increase in the number of children with disabilities is an obstacle to the formation of full reading and writing skills; — blocking the success of mastering the school curriculum. Prerequisites: impaired ability to fully communicate with peers and adults; — difficulty in the social and personal development of children; - promoting the development of feelings of self-doubt in children; - increased anxiety, internal discomfort

Finger gymnastics is a combination of games and exercises for training fingers with rhyming prompts: Palms up, Palms down. Palms on the side - and clenched into a fist.

Speech development: - interest the baby; — awaken the child’s creative activity; — arouse desire using: — gaming techniques; - use of poetry; - nursery rhyme; - fairy tales; - songs.

Self-massage of biologically active points of the fingers with millet: - oversleeping; - pressure; - wave; - squeezing.

Causes of speech disorders External (exogenous): - negative emotional background in the family; - imitation; - mental trauma; - bilingualism in the family; -lisping, etc. Internal (endogenous): - maternal diseases during pregnancy; - maternal injuries during pregnancy; - mother's allergy; - previous blood transfusions; - bad habits of the mother - various obstetric pathologies, etc.

Artificial feeding: - sluggish labial articulation: - labio-labial P B M; - labiodental V F.

By 4 years: building vocabulary, increasing the length of words; clarity of pronunciation decreases; parting of lips; distortion of words; blurred, unclear speech.

The stages of general, speech, mental, and motor development are clear and must correspond to each other. Underdevelopment or abnormal development of one may cause delay in the other.

You can start working on sound clarity at any age. If at the age of 3 you help a child practice articulatory gymnastics, the articulatory apparatus will become stronger. The child himself, without the help of a speech therapist, will be able to pronounce sounds correctly in the future.

By the end of the 4th year of life, a child's vocabulary reaches approximately words.

At 4 years old the child has: - a noticeable improvement in pronunciation; -speech becomes more clear; - know well and correctly name objects in the immediate environment: toys, dishes, clothes, furniture; - use adjectives, adverbs, prepositions in speech; - the beginnings of monologue speech; -simple common sentences predominate; -rare use of complex sentences; - cannot independently isolate sounds in a word; - easily notice inaccuracies in the sound of words in the speech of peers;

- the speech is situational in nature, but is not precise enough in terms of vocabulary and grammar, and is not entirely pure and correct in terms of pronunciation; - retelling the content of a well-known fairy tale with the help of an adult; -Reciting a short poem by heart.

Every year the number of children suffering from severe fears increases. This is because of computer games, violent films, news where they show close-ups of bloody, mutilated corpses, and tell in vivid colors where and what burned, exploded, etc.

Young children may develop phobias and subsequently become indifferent to the grief and suffering of others.

Impressionable children should not read scary fairy tales, such as “Dwarf Nose” by Hauff, or sad ones, such as “The Little Mermaid” by Andersen. Instead of scolding your child and telling him every day how bad and ugly it is to be sloppy, it is better to read him K. Chukovsky’s fairy tale “Fedorino’s Woe.” Then analyze with him the plot and the character of the main character.

The success of correctional education is largely determined by how clearly continuity is organized in the work of the speech therapist, educators and parents. No educational system can be fully effective if the family is not involved in it. If the preschool institution and the family are closed to each other, then the child finds himself between two fires, which is why close cooperation between the speech therapist, teachers and parents is so necessary.

Greetings. Speech topic message

Today we will talk about the speech development of our first-graders, about existing problems and ways to solve them. At the beginning of my speech, I will tell you what the speech of a child who is ready for school should be like, what a first-grader should be able to do with normal speech development.

Slide number 1

• pronounce all speech sounds clearly;
• determine the place of a sound in a word (phonemic hearing must be sufficiently developed) (at the beginning, in the middle, at the end);
• pronounce words syllable by syllable; (a sense of rhythm must be developed)
• make sentences of 3-5 words;
• use generalizing concepts; (bear, fox, wolf are animals)
• make up a story based on the picture;
• master the processes of word formation and inflection. (be able to form words using suffixes - house - house, drum - drummer; prefixes - ran-ran; etc., change words by gender, number, etc.)

In addition to all of the above, the child must have at least 2000 words in his vocabulary.

Slide number 2

At the beginning of the school year, I conducted a survey of the speech status of students in grades 1a and 1b. The survey results showed that the vast majority of children have speech disorders of various types.

Out of 47 1st grade students, 25 students were identified with speech impairment OPD level III 10 people OPD level IV 3 people FFF 11 people LGNR 1 person

These diagnostic results show that many children at the beginning of their education remain unformed in all aspects of speech: sound pronunciation, vocabulary, grammatical structure, and their phonemic hearing is also underdeveloped. It is worth mentioning that this picture is observed not only in our school. The problem of speech development is relevant for all first-graders in our country.

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Slide number 3

Sound pronunciation suffers in almost all children of two classes. The sounds of different groups, both R and L sonors, as well as hissing and even whistling sounds, which should be present in a child at 3-4 years of age, are disrupted. And if the distortion or absence of the sound P cannot interfere with the mastery of educational material, then the violation of the pronunciation of other sounds is a serious obstacle to the mastery of the school curriculum.

The formation of sound pronunciation is negatively affected by the immaturity of phonemic hearing, which is also observed in children. Tasks to determine the place of a sound in a word caused great difficulty for many. The state of the lexical and grammatical structure of children's speech is also alarming. The students' vocabulary is very poor.

Children use simple sentences in speech and have difficulty choosing the right words to describe objects, weather, and express their feelings. Do not use compound prepositions in the flow of speech (due = from, from under = from). They make multiple mistakes in inflection (one bucket - five buckets, one ear - five ears, etc.), they do not know how to form new words (who inserts the glass - a glazier, whose tail is the wolf's tail? Volkin). All these speech disorders will certainly lead to new problems - reading and writing disorders, dyslexia and dysgraphia.

Slide No. 4 Definition of dyslexia and dysgraphia

Slides No. 5, 6, 7, 8 Examples of manifestations of writing disorders

If you do not notice these mistakes in time and do not try to correct them, then dysgraphia will manifest itself at the end of the school year, and in the 2nd grade it will bloom in full bloom. Therefore, you, parents, need to look at your students’ copybooks as carefully as possible. It is important to notice dysgraphic errors in time and begin to correct the problem. A reminder that you can take after the meeting will help you with this, along with a booklet of a selection of games for developing phonemic awareness.

Slide number 9

The development of dysgraphia and dyslexia can be prevented. Only through the joint efforts of the teacher, speech therapist, parents and the student himself can a positive result be achieved. To date, out of 25 first grade students, 13 are enrolled in the logo center, the remaining 12 will be enrolled gradually, to take the place of dropped out children.

Slide number 10

Corrective work at the speech point is carried out in such areas as: Staging, automation, differentiation of problem sounds; Development of phonemic processes (phonemic hearing, ideas, perception); Development of the lexical and grammatical side of speech.

Slide number 11

Parents’ tasks: 1. Motivate the child to attend correctional classes 2. Carry out tasks given by the speech therapist together with the child 3. Monitor the child’s speech, correct speech errors

Slide number 12

Errors that indicate writing problems

1. Omissions, insertions and rearrangements of letters: paka, palkta or pakla instead of palka.
2. Substitutions and mixtures of letters denoting similar sounds: year - cat, kidney - barrel;
3. “Motor” errors associated with hand movements: *extra elements for letters (Ш with extra “squiggles”); * unfinished letters (lack of “squiggles” in Ш, И or М); * “stuck”, a complete repetition of the previous letter: aarmelon instead of watermelon.
4. Errors related to visual perception. Most often, children confuse letters that are visually similar to each other, for example, capital M - T - Sh; I - Sh.

Slide number 13

Thank you for your attention

Author of the material: Pister Elena Vladimirovna

Also on topic:

Speech therapist for parents - speech readiness for school

Workshop for parents of children enrolled in logotherapy center

Parent meeting.
Workshop for parents of children enrolled in a speech center. Performing basic articulation exercises Goal : to increase parental competence in matters of speech development, creating motivation in parents to solve the problems of correctional education. Objectives: 1. To acquaint parents with the goals and objectives of correctional work in a speech center; 2. Introduce parents to the structure of the articulatory apparatus; 3. Teach parents to perform basic articulation exercises; 4. Focus parents’ attention on the importance and significance of their participation and assistance in correctional work; 5. Create a desire to cooperate with a speech therapist. Equipment : chairs arranged in a semicircle, individual mirrors according to the number of parents, laptop, screen, presentation. Plan of conduct: 1. What is a logopoint?
2. The role of the family in overcoming speech disorders in children. 3. Structure of the articulatory apparatus. 4. Training for parents “Articulation gymnastics”. 5. Advice for parents. Progress of the meeting:
I. Introductory part Speech therapist: Hello, dear parents! I am very pleased to welcome you to our first parent meeting of this school year. I count on your support and help, on mutual understanding. I am confident that our cooperation will be successful. Speech therapist: “Today we are going to talk about the development of one of the most important human cognitive processes - speech. Correct, well-developed speech is one of the main indicators of a child’s readiness for successful learning at school. Speech deficiencies can lead to academic failure and give rise to a child’s lack of self-confidence, and this will have far-reaching negative consequences. Therefore, you need to start taking care of the correctness of your child’s speech as early as possible. Unfortunately, the number of children with speech defects, including problems with sound pronunciation, does not decrease from year to year, but grows. Speech development disorders are quite diverse; they can manifest themselves in impaired sound pronunciation, grammatical structure of speech, poor vocabulary, as well as impaired tempo and fluency of speech. From conversations with parents, from observations of their communication with children, many parents have no idea about the speech development of children, about speech disorders and overcoming them. Many parents do not even hear violations of sound pronunciation and believe that the child does not need classes with a speech therapist. Only a few parents seriously work with their children at home, and for most this process occurs spontaneously. There are many reasons for this: lack of time, inconsistency with the demands of adults themselves, and their lack of sufficient psychological and pedagogical knowledge. Therefore, the main task of a speech therapist in our kindergarten is to help children with speech disorders in a speech center. And so, your child is enrolled in a speech therapy center... What is this? Today I will try to answer the questions that arise about this. Children from 5-7 years of age with speech disorders are enrolled in the speech therapy center. First of all, children 6 years old are enrolled and will start school in a year. That is, the guys from the preparatory group. And also those who did not complete classes with a speech therapist last year. Some of the children in the older group are enrolled in the remaining places. All others who need help from a speech therapist are put on a waiting list. What is the work of a speech therapist at a speech center? At the speech center, specialized work is carried out with children in the following areas: - formation of correct sound pronunciation; - development of articulatory movements, movements of the speech organs (lips, cheeks, tongue); - improvement of phonemic processes, i.e. the ability to distinguish by ear the sounds of speech, syllables, words in speech that are similar in sound, articulation; — improving the grammatical structure of speech; - enrichment, activation of speech vocabulary; — development of fine motor skills of the hands, i.e. finger movements (scientists have proven that the development of small finger movements is interconnected with the development of speech areas of the brain); preparing the hand for writing; - development of coherent speech, which implies the ability to compose stories, retell texts, recite poems, riddles, proverbs; - improvement of the prosodic side of speech, including the development of diction, expressiveness of speech, proper breathing, work on the correct stress, tempo of speech. All of the above work is carried out in the form of individual lessons with children and in subgroup lessons with 2-3 children. In addition, on the recommendation of a speech therapist, teachers in the group work daily on speech development. Speech therapy intervention is carried out in stages: • preparatory, • sound production, • sound automation and, in cases of replacing one sound with another or mixing them, • differentiation stage. I. Preparatory stage.
The purpose of this stage is to prepare for the correct perception and reproduction of sound.
At this stage, work proceeds simultaneously in several directions: – formation of precise movements of the organs of the articulatory apparatus; – formation of a directed air stream; – development of fine motor skills of the hands; – development of phonemic hearing; – practicing reference sounds. II.
Sound production stage .
The goal of this step is to get the isolated sound to sound right. They move on to the next stage - sound automation - only when the child can easily, without prior preparation, without searching for the required articulation, pronounce the given sound. III.
Sound automation stage. The goal of this stage is to achieve the correct pronunciation of sounds in phrasal speech, that is, in ordinary speech.
At this stage, gradually, consistently delivered sound is introduced into syllables, words, sentences (poems, stories) and into the child’s independent speech. VI. Stage of differentiation. Sometimes it turns out that in the process of automation, the child begins to freely include the delivered sound in spontaneous speech. And if he does not mix it with another sound (often with the one with which he replaced it before the start of correctional work), then there is no need for subsequent work on it. In speech therapy practice, there are often cases when further continuation of work on sound is required to differentiate it from other sounds, that is, differentiation. 2. The role of the family in overcoming speech disorders in children The child receives individual correctional assistance only 2-3 times a week, so its effectiveness depends, among other things, on the degree of interest and participation of parents in speech correction. — What is the role of the family and parents in overcoming speech disorders in children? Don’t think that speech defects will disappear on their own over time. To overcome them, systematic, long-term correctional work is necessary, in which parents play a significant role, since the child spends more time at home with people close to him. And if “left to chance,” the child will have problems at school: • errors in writing and reading; • decreased self-esteem; • conflicts with teachers, parents, classmates. Parents should form the correct attitude towards a child’s speech disorder: - do not scold the child for incorrect speech; — unobtrusively correct incorrect pronunciation; - do not focus on hesitations and repetitions of syllables and words; - to ensure that the child has a positive attitude towards classes with teachers. In addition, parents themselves must learn how to perform and show their child simple articulation exercises to prepare the speech apparatus for correct sound pronunciation. Parents should pay special attention to homework. The speech therapist writes down advice, comments and recommendations on an individual basis. • To consolidate the results of speech therapy work, your children need constant homework. Each child should have a notebook for homework, where I will write down assignments once a week. Notebooks are picked up on Friday and returned on Monday. • Articulation exercises are performed in front of a mirror, 3-5 minutes in several sessions a day. • Be patient with your child and pay attention to him during classes. You must be friendly, sympathetic, but quite demanding. Stimulate him for further work, encourage success, teach him to overcome difficulties. 3. Structure of the articulatory apparatus. Speech is not an innate ability; it is formed gradually, and its development depends on many reasons. One of the conditions for the normal development of sound pronunciation is the full functioning of the articulatory apparatus. Speech sounds are formed as a result of a complex set of movements of the articulatory organs. We correctly pronounce various sounds, both in isolation and in the speech stream, thanks to strength, good mobility and differentiated functioning of the organs of the sound-pronunciation apparatus. Thus, producing speech sounds is a complex motor skill. Already from infancy, the child makes a lot of diverse articulatory and facial movements with the tongue, lips, jaw, accompanying these movements with diffuse sounds (mumbling, babbling). Such movements are the first stage in the development of a child’s speech; they play the role of gymnastics of the speech organs in natural conditions of life. The accuracy, strength and differentiation of these movements develop in the child gradually. For clear articulation, strong, elastic and mobile speech organs are needed - tongue, lips, soft palate. Articulation is associated with the work of numerous muscles, including chewing, swallowing, and facial muscles; the process of voice formation occurs with the participation of the respiratory organs (larynx, trachea, bronchi, lungs, diaphragm, intercostal muscles). Thus, when talking about special speech therapy gymnastics, one should keep in mind exercises of numerous organs and muscles of the face, mouth, neck, shoulder girdle, and chest. Articulatory gymnastics is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the organs involved in the speech process. In order to choose the right exercises for articulatory gymnastics, you need to know what movements are characteristic of the various organs of the articulatory apparatus. The most mobile speech organ is the tongue. It consists of the root of the tongue (the base by which the tongue is attached to the hyoid bone) and the back, in which the posterior, middle and anterior parts are distinguished. Particular attention should be paid to the tip of the tongue, which ends the front part of the tongue, and the lateral edges of the front and middle parts of the tongue, since the quality of sounds depends on their work. Depending on which part of the tongue is involved in the formation of consonant sounds, they are divided into front-lingual (ot, d, n, l, r, w, zh, ch, sch, s, z, ts), middle-lingual (i) and rear-lingual (k, g, x). The front of the tongue and its tip have the greatest degree of mobility. The tip of the tongue can: fall behind the lower teeth (as with the sounds s, z, z), rise behind the upper teeth (as with the sounds t, d, n), press against the alveoli (as with the sound l), tremble under the pressure of the exhaled stream of air (as with the sound p). The front part of the back of the tongue can rise without the participation of the tip of the tongue to the alveoli and form a gap with them (as with the sounds s, z, z), rise to the palate along with the tip of the tongue and form a gap with the hard palate (as with the sounds sh, zh, sch ). The middle part of the tongue is the most limited in its movements. Without advancement of the front or back, it can only rise to the hard palate (as with the sound of and and soft consonants). The back of the tongue can rise and close with the palate (as with the sounds k, g) or form a gap with the palate (as with the sound x). The lateral edges of the tongue can be pressed against the inner surface of the molars and do not allow the outgoing stream of air to pass sideways (as with the sounds s, z, ts, sh, zh, h, shch, r), lower and allow the stream of air to pass out to the side (as with the sound l) . The tongue, taking different positions, changes the shape and volume of the oral cavity, which determines the quality of the vowel sound. Lip mobility also plays a role in the formation of sounds. The lips can: stretch into a tube (as with the sound u), round (as with the sound o), expose the front upper and lower teeth (as with the sounds s, z, z, l, etc.), slightly move forward (as with the sounds w, g). The lower lip has the greatest mobility. It can: close with the upper lip (as with the sounds p, b, m), form a gap, approaching the upper front teeth (as with the sounds f, v). The lower jaw can move down and up, changing the opening of the mouth, which is especially important when forming vowel sounds. The soft palate can rise and fall. When the soft palate is lowered, the exhaled stream of air passes through the nose; This is how the nasal sounds m, m', n, n' are formed. If the soft palate is raised, it presses against the back wall of the pharynx and closes the passage to the nose; the exhaled stream of air then goes only through the mouth, and oral sounds are formed (all except m, m', n, n'). Thus, when pronouncing various sounds, each organ involved in the speech process occupies a certain position. In speech, sounds are not pronounced in isolation, but smoothly one after another, and the organs of the articulatory apparatus must quickly change their position. Achieving a clear pronunciation of sounds, words, and phrases is possible only if there is sufficient mobility of the organs of the articulatory apparatus, their ability to rearrange and coordinate. At the beginning of the school year, conducting speech therapy diagnostics, I examine the structure of the child’s articulatory apparatus. An examination of the structural features of the child’s articulatory apparatus is carried out in a certain order: 1. Examination of the lips. 2. Study of the dentition. 3. Bite examination. 4. Language research. 5. Examination of the hard and soft palate 6. Examination of the lower jaw. What anomalies of the dental system can cause incorrect pronunciation of sounds? First of all, these are deviations from the norm in the structure of the jaws and teeth. The most common defect in the structure of the jaws is malocclusion, that is, the incorrect arrangement of the teeth of the upper and lower jaws in relation to each other. With a normal bite, the upper incisors overlap the lower ones by 1.5 - 3 mm, that is, approximately 1/3 of the height of the tooth crowns. The most common malocclusions are: Deep bite - the upper incisors overlap the lower incisors too deeply, so that the latter are almost invisible. Open anterior bite - when the molars close together, a gap of larger or smaller size remains between the upper and lower incisors. Open lateral bite - when the incisors close together, a gap remains between the molars on one or both sides. Direct bite - when the teeth are closed, the upper incisors align directly with the lower ones, without overlapping them at all. Crossbite - the normal relationship of the dental arches is disrupted, which are displaced laterally in relation to each other. Crossbite can occur, in particular, when one of the jaws narrows. Prognathia is a malocclusion associated with protrusion of the upper jaw. Progeny is a malocclusion associated with protrusion of the lower jaw. The most common dental anomalies are the following: • rare arrangement of teeth; • presence of diastema (gap between the upper incisors); • too small or deformed teeth; • complete absence of teeth. Anomalies in the structure of the tongue: • short frenulum of the tongue, which does not allow the tongue to rise upward; • tongue too small; • tongue too big. Anomalies in the structure of the soft and hard palate: • too low hard palate; • too high (gothic) hard palate; • clefts of the soft and hard palate. Anomalies in the structure of the lips: • cleft lip • underdevelopment of the lips. The noted anomalies in the structure of the articulatory organs have different effects on sound pronunciation. Some of them (for example, a short hyoid frenulum of the tongue) affect the pronunciation of only individual sounds, while others (for example, cleft palate) disrupt the pronunciation of almost all speech sounds. Anomalies in the structure of the jaws and teeth most affect the pronunciation of whistling and hissing sounds, with normal articulation of which a very narrow (no more than 1.5 - 2 mm) gap should form between the upper and lower incisors. The presence of prognathia, progenia, open anterior bite, and the absence of front teeth deprives the child of the opportunity to provide this moment of articulation, which leads to defects in the pronunciation of these sounds. Lateral open bites promote “leakage” of air along the sides, which can cause “sideways” pronunciation of many speech sounds. A short frenulum of the tongue most often leads to incorrect pronunciation of the sound [P], sometimes the sound [L], and even hissing sounds of the upper articulation, since normal articulation of these sounds requires a fairly high elevation of the tip of the tongue. A too high hard palate can also cause defects in the pronunciation of the sound [P], since under these conditions, even with a sufficiently long frenulum of the tongue, the normal articulation of this sound can be difficult. Anomalies in the structure of the lips are reflected mainly in the pronunciation of labial sounds. As for a tongue that is too massive, this can lead to the indistinctness of many speech sounds. Sound pronunciation disorders in mechanical dyslalia have some peculiarities. Firstly, in these cases, entire groups of sounds that have some common points of articulation suffer simultaneously. For example, if a child has an open anterior bite, interdental pronunciation of all anterior lingual sounds [S, Z, Ts, Sh, Ch, Shch, T, D, N, L] is usually observed at once, since this anomaly does not allow holding the tip of the tongue behind the front teeth . Secondly, defects in sound pronunciation in mechanical dyslalia are expressed mainly in distorted pronunciation of sounds, and not in replacing them with other sounds. This is explained by the fact that a child who distinguishes sounds by ear strives to pronounce exactly the desired sound, preventing it from being replaced by another sound, but due to defects in the structure of the articulatory apparatus, the sound is distorted. 4. Training for parents “Articulation gymnastics”. Articulation gymnastics is carried out with the child in front of the mirror. The child repeats articulation exercises after the adult; the mirror serves as a means of controlling his own articulation. During the training, parents repeat basic articulation exercises after the speech therapist, preparing the child’s speech apparatus to produce impaired sounds and developing his mobility. Preparatory exercises (except for articulatory gymnastics): for whistling: “Smile”, “Fence”, “Shovel”, “Slide”, “Brushing teeth”, “Football”, “Pie”, “Focus”; for sizzling ones: “Tube”, “Delicious jam”, “Cup”, “Mushroom”, “Let’s warm our hands”; for R, R': “Chatterer”, “Painter”, “Turkey”, “Horse”, “Mushroom”, “Drummer”, “Accordion”, “Machine Gun”; for L: “Smile”, “Shovel”, “Let’s punish the tongue”, “Chatterer”. 4. General recommendations From infancy, a child tries to copy the people around him. Therefore, adults should monitor their pronunciation, try to speak slowly, pronouncing all sounds and words clearly and correctly. The speech of an adult for a child is primarily a source of vocabulary. Talk to your child, answer all his questions, read poems, fairy tales, riddles with him, be sure to ask questions about what you read. On the street, watch birds, trees, people, natural phenomena, discuss what you see with your children. Avoid frequent viewing of television programs, especially adult content. Play with your child, establish verbal and emotional contact. The most important thing is to listen to the child to the end without interrupting and only after he finishes his speech, correct his mistakes. Help your child patiently and willingly, then all your efforts will be rewarded.

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Speech therapy lounge for parents. Parent meeting

Author: Rytova Olesya Aleksandrovna, teacher-speech therapist, State Budgetary Educational Institution Secondary School No. 1 SP “Kindergarten No. 8 “Topolek”, Chapaevsk, Samara Region

The purpose of the event: development of cooperation and activation of parents of preschool children through the expansion of pedagogical, psychological and speech therapy knowledge.

Tasks:

• Give an idea of ​​such speech disorders as “Dyslalia” and “Mild dysarthria”;
• Introduce games aimed at developing fine motor skills, phonemic hearing, articulatory apparatus and the correct type of breathing;
• Introduce games to develop the emotional sphere and positive self-esteem of preschool children;
• Creating a positive emotional background during joint activities of parents and children.

Equipment:

• speech by a speech therapist (Appendix 1);
• questionnaires for parents (Appendix 2);
• paper, glue, multi-colored napkins, fruit templates, colored pencils;
• ball, cut subject pictures;
• a set of exercises for articulation gymnastics (Appendix 3);
• memo for parents (Appendix 4).

Event plan:

1. Filling out forms by parents.
2. Game "Tangle".
3. Speech by a speech therapist “The concept of “Dysarthria” and “Dyslalia”, the reasons for their occurrence”;
4. “Creative moment with children” (development of sensorimotor skills);
5. Logori element;
6. "Fun Zoo" (stations);
7. Game "Scream like an animal"
8. Make an image of an animal;
9. Reflection, summing up.

Organizing time:

Progress of the meeting:

1. After all the parents have gathered, the kindergarten speech therapist opens the living room, welcoming parents and children. Offers to “get acquainted”: Game “Tangle” Purpose: to introduce the participants of the living room to each other, evoke positive emotions and relieve tension and constraint. Equipment: soft and cute toy. Progress of the game : adults form a circle in the center of the hall, and their child stands opposite each parent. The speech therapist gives one of the kids a toy with the words: “Hello, I’m Mishka-Toptyzhka. I really, really love meeting such cute, smart kids and their kind parents. I would really like to meet you. And you? Please tell me your name and the name of your mother (father)” (this is how all the guys take turns getting to know the bear).

2. After meeting, the teacher-speech therapist conducts a theoretical seminar for parents about the most common types of speech disorders: mild forms of dysarthria and dyslalia (concept, causes, forms, features of manifestation). At this time, the teacher organizes an activity with children, where children, together with an adult, can make crafts or perform creative work “Gifts of Autumn.” Goal: development of fine muscles of the hands and fingers. Using the finished template, the guys cut out an apple or a pear and select the napkins according to the color. Then the napkins are torn off, squeezed and glued to the base of the fruit.

3. The trip to the “Jolly Zoo” takes place on an improvised train (an element of logorhythmics). At the zoo stations, adults and children will perform a variety of tasks and exercises that can be used at home. Element of logorhythmics Purpose: to develop a sense of tempo and rhythm in children, imitation and attention. Description. Parents and children become a “train” behind the speech therapist teacher. The speech therapist teacher reads a poem, accompanying it with movements along the text.

We are traveling on the train: “Hurray, hurray, hurray!” The wheels are knocking and knocking: “Ta-ta! Ta-ta! Ta-ta! Pine trees, spruce trees, and houses flash past. The wheels are knocking and knocking, “Yes, yes! Yes Yes! Yes Yes!" And in the zoo there are foxes and an elephant and a camel. We'll come to the zoo, how fun it is here!

In order to divide all parents into 2 groups, they are given “tickets” consisting of 2 colors. The color of the ticket matches the color of the zoo's "station".

4. The entire space of the hall is divided into 2 “stations”, where the speech therapist and educator are located. There is a soft toy on each table, and it will greet the kids.

Table 1 – “Let’s meet the baby elephant” This station features:

Goal: to teach parents how to perform exercises correctly.

These exercises are demonstrated by the speech therapist himself using the “Speech Therapy Frog” speech therapy simulator.

Purpose: to draw the attention of parents to the type of breathing of children, to show parents a set of breathing exercises to produce a targeted air stream.

Equipment:

"Leaves"

. The child takes the leaf by the thread and blows smoothly until the leaf bends back.

"Ships"

. For this task you need a bowl of water and light plastic toys or paper boats. The children’s task is to “send” their boat to the other side (in the form of a competition)

Tasks: Choose pictures with a certain sound; Make a sentence with these pictures;

In what part of the word is the sound hidden (beginning, middle, end of the word)

Games: “Noisy boxes”

- these can be ordinary boxes in which various types of cereals, nails, buttons are poured, in general, something that sounds different. The baby closes his eyes, and the adult makes noise with these boxes in front of the child’s ear (to begin with, take 2 boxes). Afterwards, the child opens his eyes and listens to the boxes again, remembering which box came first.

"Beating the Rhythm"

- the adult beats out a certain rhythm on the table with a pencil or fingers, and the child must repeat after him.

Table 2 “Let’s meet the baby camel.” This station presents a teacher's game to develop positive self-esteem in preschool children

“I am in the rays of the sun” A child and an adult draw the sun. Instructions: “On every ray of sunshine, write the positive qualities of the child.” The child voices all his rays, the adult helps him by writing down these qualities. At the end of the “journey,” adults and children take their seats. The speech therapist teacher welcomes the “travelers” and offers to choose envelopes with a new, interesting task. Children choose envelopes with pictures of animals and birds.

Assignment: for a team (parent + child) to lay out an animal or bird from a cut-out picture and show how this animal screams, show its behavior. Note: if someone is at a loss as to what sound to make, a “hint” is placed on the back of the picture. The pictures are selected taking into account the most common speech disorders of children, for example, the growl of a tiger: “R-r-r-r”, the hissing of a snake: “Sh-sh-sh-sh”.

At the end of the pedagogical lounge, the teacher conducts reflection with parents: he invites them to analyze the results of joint work, give an assessment and make suggestions. Parents are given “Memos” with a basic set of articulation exercises and advice from a speech therapist teacher.

Applications:

1. Appendix 1. Speech by a speech therapist “The concepts of “Dysarthria” and “Dyslalia”, the reasons for their occurrence”
2. Appendix 2. Questionnaire for parents of students with speech impairments
3. Appendix 3. Articulation gymnastics
4. Appendix 4. Memo to parents

Bibliography

1. Wiesel T.G. How can I get my speech back? - M., 2001.
2. Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. - M.: 2003.
3. Martynova R.I. Comparative characteristics of children suffering from mild forms of dysarthria and functional dyslalia // Reader on speech therapy: Textbook for students of higher and secondary special pedagogical educational institutions: In 2 vols. T1./ Ed. L.S. Volkova and V.I. Seliverstova. — M.: Humanite. Ed. VLADOS Center, 1997.
4. Osmanova I.S. Games and exercises for children 5-6 years old. St. Petersburg, 2007.
5. Pay F. F. Techniques for correcting deficiencies in the pronunciation of phonemes // Fundamentals of the theory and practice of speech therapy. - M., 1968.
6. Filicheva T.B. et al. Fundamentals of speech therapy: Textbook. manual for pedagogical students. Institute for specialties “Pedagogy and psychology (preschool)” / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. - M.: Education, 1989.
7. Fomicheva M.F. Education of correct pronunciation. - M., 1971.
8. Pozhilenko E.A. “Articulation gymnastics” - St. Petersburg, 2009