Presentation, report What is OHP? Characteristics of children with general underdevelopment of speech Presentation for parents what is onr.

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III level speech development characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Level III of speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Free communication is extremely difficult. Even those sounds that children can pronounce correctly do not sound clear enough in their independent speech. Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonors), when one sound simultaneously replaces two or more sounds of a given phonetic group. For example, a child replaces the sound s ", which is not yet clearly pronounced, the sounds s (" boots" instead of boots), sh (" syuba" instead of a fur coat), c (" syaplya" instead of a heron). At the same time, at this stage, children are already using all parts of speech, correctly use simple grammatical forms, try to build compound and complex sentences (“Kola is an ambassador to the forest, shook a small squirrel, and Kolya has a ketka” - Kolya went into the forest, caught a small squirrel, and lived with Kolya in a cage) .

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IV level of speech development is characterized by minor changes in all components of the language. Children do not have clear violations of sound pronunciation, there are only shortcomings in the differentiation of sounds [R - R "], [L - L"], [j], [Sch - H - Sh], [T "- C - C - C"], etc. and is characterized by the peculiarity of the violation of the syllabic structure, the child understands the meaning of the word does not retain the phonemic image in memory, as a result of which the distortion of the sound filling in different options: IV level of speech development is characterized by minor changes in all components of the language. Children do not have clear violations of sound pronunciation, there are only shortcomings in the differentiation of sounds [R - R "], [L - L"], [j], [Sch - H - Sh], [T "- C - C - C"], etc. and is characterized by the peculiarity of the violation of the syllabic structure, the child understands the meaning of the word does not retain the phonemic image in memory, as a result of which the distortion of sound content in different variants: perseveration (persistent repetition of any syllable) "librarian" - librarian; permutations of sounds and syllables "komosnovt" - astronaut; elision (reduction of vowels during confluence); paraphasia (replacement of syllables) "motokilist" - a motorcyclist; in rare cases, the omission of the syllables "cyclist" - cyclist; adding the sounds "toy" - pear, and the syllables "vovaschi". The degree of lag in the use of complex words in spontaneous pronunciation and speech contact. All this can be traced in comparison with the norm, thus. the fourth level is determined depending on the ratio of violations of the syllabic structure and sound content.

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Prepared by teacher Nevolina Ekaterina Igorevna

Features of the formation of coherent speech in children with ONR.

FOREWORD ... The first meaningful words appear in children by the end of the first year of life (10-12 words); at the end of the second year of life, the lexical composition is 300-400 words; by the age of three - 1500 words; to four - 1900; at five years - up to 2000-2500, at six-seven years - up to 3500-4000 words.

Each child must learn to express his thoughts in a meaningful, grammatically correct, coherent and consistent way. At the same time, the child's speech should be lively, direct, expressive. Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the logic, thinking of the child, his ability to comprehend the perceived and express it in correct, clear, logical speech.

A different picture is observed with OHP. General underdevelopment speech can be expressed to varying degrees: from the complete impossibility of combining words into phrases or from pronouncing separate onomatopoeic complexes instead of words to expanded speech with elements of phonetic-phonemic and lexical imperfection. Hence the name of the defect - the general underdevelopment of speech.

The relevance of this problem is that in children with general underdevelopment of speech, coherent speech is always impaired. This is due to the deterioration of the environmental situation, the increase in mental trauma and the influence of various harmful factors.

General underdevelopment of speech is a systemic violation of the assimilation of all levels of the language (the sound side (phonetics) and the semantic side (lexicon, grammar), requiring a long and systematic speech therapy impact.

The main signs of general underdevelopment of speech: late onset of speech development; slow pace of speech development; limited, age-inappropriate vocabulary; violation of the formation of the grammatical structure of speech; violation of sound pronunciation and phonemic perception.

The study of the general underdevelopment of speech as a systemic disorder and the identification of the features of coherent speech in children with ONR were carried out by R. E. Levina, L. N. Efimenkova, T. A. Tkacheva. The issues of the formation of coherent speech were studied by E. I. Tikheeva, A. A. Leontiev, L. S. Vygotsky. The problem of the development of coherent speech in children with ONR is reflected in the works of V. P. Glukhov, T. B. Filicheva, L. N. Efimenkova, T. A. Tkachenko, N. S. Zhukova and others.

Features of the grammatical structure in children with speech underdevelopment are presented in the works of V.K. Vorobyova, B.M. Grinshpun, V.A. Kovshikova, R.E. Levina, V.K. Orfinskaya, E.F. Sobotovich, S.N. Shakhovskoy and others. Initially, the features of the grammatical structure of speech were analyzed from the standpoint of a psychological and pedagogical approach in order to identify, study and analyze existing violations. Morphological disorders were identified, manifested in the violation of inflection and word formation. Agrammatisms in the speech of children with speech underdevelopment increase as the vocabulary expands. However, according to E.F. Sobotovich, structure grammatical errors is heterogeneous, while there are both morphological, manifested at the level of phrases and sentences in the inability to coordinate words, and syntactic violations, manifested in structural and semantic agrammatisms. Children do not form operations of programming, selection, synthesis of language material in the process of generating a speech utterance.

For the first time the term "general underdevelopment of speech" was introduced by R.E. Levina in the 50-60s of the 20th century Level 1 - complete absence of speech, elements of speech. Level 2 - the beginnings of common speech, in addition to gestures and babbling words, although distorted, but fairly constant common words appear. Level 3 - speech is more developed, there are no gross deviations in the development of the phonetic-phonemic and lexical-grammatical side of speech

Children with general underdevelopment of speech are characterized by a low level of development of the basic properties of attention. Some of them have a lack of attention span, limited opportunities its distribution.

Speech lag negatively affects the development of memory. With a relatively intact semantic, logical memory, such children have a noticeable decrease in verbal memory and memorization productivity compared to normally speaking peers. Children often forget complex instructions (three-four-step), omit some of their elements, change the sequence of the proposed tasks. There are frequent duplication errors in the description of objects, pictures.

Possessing full-fledged prerequisites for mastering mental operations that are accessible to their age, children lag behind in the visual-figurative sphere of thinking, without special training they hardly master analysis and synthesis, comparison.

Children with speech underdevelopment, along with general somatic weakness, also have a certain lag in the development of the motor sphere. In a significant part of children, motor insufficiency is expressed in the form of poor coordination of complex movements, insecurity in reproducing precise movements, reducing the speed and dexterity of their implementation. The greatest difficulty is the execution of movements according to verbal and especially multi-stage instructions.

The mental development of children with OHP, as a rule, is ahead of their speech development. They are critical of their own speech insufficiency. The primary pathology of speech, of course, inhibits the formation of initially preserved mental abilities, however, as verbal speech is corrected, intellectual processes are aligned.

At present, preschoolers with speech development deficiencies make up the most large group children with developmental disabilities. On the basis of studies of the patterns of speech development of children with various speech pathologies, ways were developed to overcome speech insufficiency, the content and methods of corrective education and upbringing were determined.

OHP is a complex problem that requires the following methods for the formation of coherent speech in children. 1. Teaching retelling. 2. Teaching storytelling from pictures. 3. Narrative through a series of plot pictures, depicting in sufficient detail the development of the plot action. 4. Teaching storytelling based on a separate plot picture with children inventing previous and subsequent events (on supporting issues). 5. Description of the landscape painting. 6. Learning to describe objects. 7. Teaching storytelling with elements of creativity.

And in conclusion: Having studied the theoretical literature on the problem raised, we got acquainted with the state of the problem, studied the symptoms of general underdevelopment of speech. Speech disorders impede communication, negatively affect mental activity, lead to changes in emotional sphere child, limit the mastery of conceptual meanings and speech patterns, prevent the acquisition of literacy. Good speech is the most important condition for a comprehensive full development children. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out.

The effectiveness of the process of forming coherent speech depends, first of all, on its timely start and the effectiveness of the chosen method of corrective action, taking into account the identified violations and characteristics of the child. Also, examining the theoretical literature, we concluded: speech therapy work with children lagging behind in the development of speech should be started at an early age. Identification of deviations in speech development, their correct classification and overcoming at an early age, when the language development of the child is far from complete, is very difficult, but important.

Literature. 1. Logopedic reference book of speech therapist N.N. Polushkin. - M .: AST: Astrel 2010. 2. Fundamentals of the theory and practice of speech therapy, edited by R. E. Levina Enlightenment - M - 1968 3. Fundamentals of speech therapy T. B. Filicheva, A. N. Cheveleva, G. V. Chirkina, Education M - 1989. 4. The experience of linguistic analysis of the dictionary of children's speech A. V. Zakharova Novosibirsk -1975. 5. Overcoming the general underdevelopment of speech in preschoolers N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva Enlightenment M 1998. 6. Speech as a conductor of information N. I. Zhinkin -m -1982.

Filicheva T.B., Tumanova T.V. Children with general underdevelopment of speech. Education and training. Teaching aid. M.: "Publishing house GNOM and D", 2000. 128 p. (Correctional work in special preschool institutions) The manual presents the psychological and pedagogical characteristics of children, a program of correctional education and upbringing of children, exemplary notes on the development of speech understanding, the formation of a lexical and grammatical structure and the development of coherent speech in children with OHP in I, II and III periods of study. For classes with children with level 1 OHP Dateshidze T. A. System corrective work with children of early age with a delay in speech development. SPb.: Rech, 2004 The book outlines a system of corrective work with children aged two to three years who suffer from speech development delay of various origins using all activities available to children of this age.

speech therapy. Overcoming the general underdevelopment of speech in preschoolers: Book. for a speech therapist / Zhukova N.S., Mastyukova E.M., Filicheva, 1999. Here is a detailed description of the work on overcoming OHP from 1 to 3 levels. In a comparative plan, the process of mastering the Russian language by a child in normal and pathological conditions is considered. Efimenkova LN Formation of speech in preschoolers: (Children with general underdevelopment of speech). Book. for a speech therapist. 2nd ed., revised. M.: Prosveshchenie, 1985 Descriptions of playing techniques for the development of the lexical and grammatical structure of speech are given. Tkachenko T.A. We learn to speak correctly. Correction system for general underdevelopment of speech in children aged 5., Moscow, 2002. Tkachenko T.A. We learn to speak correctly. The system of correction of general underdevelopment of speech in children of 6 years old., Moscow, 2002. The manual is part of an educational and methodological kit widely used by modern speech therapists-practitioners. It presents the planning of corrective speech therapy work in specialized groups for children with ONR, the most interesting notes of classes, game techniques are given.

Nishcheva NV The system of correctional work in a speech therapy group for children with general underdevelopment of speech. SPb.:, 2004 The manual includes three sections devoted to speech therapy work in different age groups - middle (1st year of study), senior (2nd year of study) and preparatory to school (3rd year of study) Each section consists of forward work plan speech therapy group per year and applications. Long-term plans are drawn up based on a standard program for children's preschool institutions and include elements of the "Childhood" program (the special development of children with speech disorders is taken into account). The appendices contain extensive didactic material for speech therapy classes (poems, outdoor games, finger gymnastics exercises, etc.)

Thank you for your attention

The educator must remember: only the correct form for presenting comments and recommendations for correction speech errors positively affects the development of the child's speech; when correcting a mistake, you should not repeat it - you need to invite the child to listen to how to speak correctly, warning him that he said incorrectly, which means that he must repeat the correct word or sentence after the teacher.

Methods of working with children The opportunity to enrich the vocabulary of children gives the daily communication of the educator with the children. It is necessary to ask children questions: what are you doing? What are you playing? What are you building? What do you put on the doll? What dress did you buy? What do you wash your hands with? What do you wipe? Etc. The teacher instructs one of the children to explain to the child where in the group you can get toys, pencils, books, Board games, and tell about the rules for using them.

The development of speech is also facilitated by role-playing games that are always accompanied by speech: children agree on the conditions of the game, argue, and conduct dialogues on behalf of the characters; the educator should introduce outdoor games into the life of children, which are accompanied by nursery rhymes, dialogues, onomatopoeia; in classes on the formation of coherent speech, it is good to use various graphic schemes that help build phrases (a similar game technique can be used in didactic games)

Shop game. Its purpose is to consolidate the names of clothing items, to teach how to use a simple sentence with a direct object in speech. The teacher plays the role of the seller, the children - the buyers. Cards depicting children and actions are used. Girl Boy Buy Children choose a purchase, approach the teacher and make up a phrase based on symbolic images I buy a shirt I buy a skirt At the end of the game, the teacher invites the children to consider each purchase, laying out the "records" of children on the flannelgraph.

Undressing, dressing During the day, children take off and put on outerwear at least five times (especially a lot of time it takes in winter). Indoors, children change clothes for music and physical education classes, as well as getting ready for bed. Part of this time can be devoted to clarifying and expanding the vocabulary on the topic “Clothes”: the teacher draws the attention of children to the names of clothing items, enriching the dictionary with adjectives and verbs.

Vocabulary Nouns: jacket, coat, dress, trousers, sweater, T-shirt, underpants, tights, socks, leggings, apron, skirt, blouse, shirt, shorts, fur coat, scarf, mittens, hat, gloves, sleeves, belt, buttons, collar , pockets. Verbs: put on, take off, hang up, tie, tuck in, unbutton, untie, clean, wash, iron, rinse, dry, clean, knit, sew on. Adjectives: beautiful, comfortable, warm, light, soft, new, clean, old, smart, festive, cold, leather, knitted, woolen, fur.

Preparation for breakfast, breakfast (for lunch, lunch; for afternoon tea, afternoon tea; for dinner, dinner) The teacher invites children to the table, teaches them to sit at the table correctly, use appliances, and improves self-service skills. While eating, he clarifies the names of dishes, draws the attention of children to the aroma and taste of food, to the methods of its preparation.

Vocabulary Nouns: soup, cabbage soup, borscht, salad, scrambled eggs, compote, jelly, mashed potatoes, porridge, hodgepodge, tea, coffee, milk, juice. butter, sausage, egg, etc. Adjectives: appetizing, fragrant, tasty, hot, warm, salty, sweet, fragrant, juicy, vegetable, dairy, rice, buckwheat. Verbs: boil, fry, peel, cut, pour, spread, boil.

Vocabulary work Nouns: deep plate, spoon, fork, knife, small plate, teaspoon, cup, saucer, glass, pan, frying pan, bowl, ladle. Verbs: wash, put, cut, break, serve, bring, put, keep, protect, drop, dry, wipe. Adjectives: glass, plastic, wood, metal, clay, clean, dirty, shiny, fragile, shallow, deep, beautiful, painted, transparent.

Games, preparation for classes, classes The teacher makes sure that the children who leave the table are busy with games that do not require a long time. Getting ready to work with the kids. Involves children in preparing equipment for the lesson (arranging water jars, distributing paints, brushes, paper, etc.). Conducted in subgroups, alternating with speech therapist classes.

Preparing for a walk, a walk Selects toys for a walk with children, organizing dressing, continues to form appropriate skills. In groups for children with OHP, classes on familiarization with fiction in the warm season are recommended to be carried out on a walk. During the period of studying lexical topics, it is advisable to use the time of the walk for conducting excursions on similar topics: "Autumn", "Plants", "Insects", "Transport", etc. Preparing for a walk, the teacher selects games with speech accompaniment, in which children quickly memorize short verses, willingly pronounce them in chorus. When choosing a mobile game, it is necessary to take into account lexical topic studied during this period - for example, when studying the topic "Pets", the games "Shaggy Dog", "Cat and Mice" are held; when studying the topic "Wild Animals" - the games "Bunny", "Fox and Geese", "At the Bear in the Forest". Watching children play while walking.

Preparation for sleep, sleep. Gradual rise, games. The teacher organizes undressing and putting the children to bed, may invite the children to listen to a fairy tale or a story (the content of the reading corresponds to the lexical topic being studied). The teacher organizes the dressing of children and involves them in cleaning the beds,

Vocabulary work Nouns: pillow, mattress, blanket, sheet, pillowcase, duvet cover, bed, bed, bedspread. Verbs: lay, spread, shake, smooth, straighten, fill, cover, cover, enclose, hang, dry, wash. Adjectives: dirty, clean, ironed, even, chintz, woolen, colored, white, warm, soft, neat, fluffy, dry, wet, wet.

Care home. The educator talks with parents, distributes them notebooks with the tasks of a speech therapist, explains their essence, if necessary, involving children: he invites them to perform one or another exercise. In conversations with parents, he gives advice on organizing verbal communication with the child and explains the requirements for his speech.

Margarita Tikhanova
Presentation of the project "Formation of lexical and grammatical representations in children with OHP through the system of educational games"

"Timely formation the grammatical structure of the child's language is the most important condition for his full-fledged speech and general mental development, since language and speech perform a leading function in development thinking and verbal communication, in planning and organizing the child's activities, self-organization of behavior, in formation of social ties.

Language and speech are the main means of manifestation of the most important mental processes - memory, perception, emotions.

Relevance:

Children with OHP, even by the age of 7, are not sufficiently prepared for schooling, for mastering the Russian language program, preconditions the mastery of which is the awareness of the elements of language, speech and, above all, the word. Therefore, the need for additional developments in speech therapy work in groups of preschoolers with OHP to vocabulary formation by purposeful action to clarify the meaning of the word, its semantic structure, the awareness of the word as an element of language and speech, as a set lexical and grammatical meaning.

The solution to this problem is now through an educational game as the main activity of the senior preschooler.

At educational game two goals: one of them is teaching, which the teacher pursues, and the other is playing, for which the child acts. These two goals complement each other and help to ensure high performance in vocabulary formation-grammatical categories.

The solution to this problem is directly related to the successful education of the child in school.

Related publications:

Formation of lexico-grammatical categories in the summer Consultation for parents In summer, you can replenish the children's dictionary on the topics "Berries", "Flowers", "Vegetables", "Fruits", "Insects", "Trees".

The use of didactic games in the classroom for the formation of lexical and grammatical categories in children with OHP[The use of didactic games in the classroom for the formation of lexical and grammatical categories in children with OHP. The general underdevelopment of speech is.

Frontal lesson on the formation of lexical and grammatical categories in the senior group for children with OHP "Words-signs" Abstract of the frontal lesson on the formation of lexical and grammatical categories in senior group for children with OHP. Bogacheva V. G., teacher-speech therapist.

Lesson on the formation of lexical and grammatical categories in the preparatory group for children with OHP "Poultry" Topic: "Poultry" (final lesson). Purpose: Correctional and educational: clarification, consolidation of the subject dictionary according to the lexical one.

Summary of the lesson on the development of lexical and grammatical categories and coherent speech for children with OHP "Journey through the Park" Lesson "JOURNEY IN THE PARK" Objectives: to expand ideas about wintering birds. Tasks: * educational - to learn to distinguish wintering birds.

Topic: Preposition POD Synopsis of a speech therapy lesson on the formation of lexical and grammatical representations Topic: Preposition POD (second lesson on the topic) Program tasks: 1. clarify the spatial meaning of the preposition "POD"; 2. teach to perceive.

The development of lexico-grammatical representations in children preschool age with a general underdevelopment of speech on the topic "Wild Animals" Purpose: to show.

The development of lexical and grammatical representations in preschool children with OHP in the middle group "Fairy tale" Gingerbread Man " Abstract of a lesson on the development of speech in the middle group. Topic: "The Tale" Gingerbread Man" Purpose: - Enrich, expand and activate vocabulary.

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The teacher must remember: only the correct form of presenting comments and recommendations for correcting speech errors has a positive effect on the development of the child's speech; when correcting a mistake, you should not repeat it - you need to invite the child to listen to how to speak correctly, warning him that he said incorrectly, which means that he must repeat the correct word or sentence after the teacher.

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Methods of working with children The opportunity to enrich the vocabulary of children gives the daily communication of the educator with the children. It is necessary to ask children questions: what are you doing? What are you playing? What are you building? What do you put on the doll? What dress did you buy? What do you wash your hands with? What do you wipe? Etc. The teacher instructs one of the children to explain to the child where in the group you can get toys, pencils, books, board games, and talk about the rules for using them.

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Sample routine of the day middle group in combination with the tasks for the development of speech, which the educator solves.

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Reception of children. The teacher meets the children, talks with the parents (depending on weather conditions, the reception of children can take place on the street), organizes undressing and washing, conducts morning exercises, monitors the work of the dining room attendants.

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Undressing, dressing During the day, children take off and put on outerwear at least five times (especially a lot of time is spent on this in winter). Indoors, children change clothes for music and physical education classes, as well as getting ready for bed. Part of this time can be devoted to clarifying and expanding the vocabulary on the topic “Clothes”: the teacher draws the attention of children to the names of clothing items, enriching the dictionary with adjectives and verbs.

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Preparing for a walk, a walk Selects toys for a walk with children, organizing dressing, continues to form appropriate skills. In groups for children with OHP, classes on familiarization with fiction in the warm season are recommended to be carried out on a walk. During the period of studying lexical topics, it is advisable to use the time of the walk for conducting excursions on similar topics: "Autumn", "Plants", "Insects", "Transport", etc. Preparing for a walk, the teacher selects games with speech accompaniment, in which children quickly memorize short verses, willingly pronounce them in chorus. When choosing an outdoor game, it is necessary to take into account the lexical topic studied during this period - for example, when studying the topic “Pets”, the games “Shaggy Dog”, “Cat and Mice” are played; when studying the topic "Wild Animals" - the games "Bunny", "Fox and Geese", "At the Bear in the Forest". Watching children play while walking.

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