Speech therapy lounge for parents. Parent meeting

The purpose of the game is to develop word formation skills in children. The game is used in individual work with a child or in work in small groups. Children are 5-6 years old. The game is aimed at consolidating the ability of children to form relative adjectives on various topics, to activate the vocabulary of children and to develop coherent speech.

Target audience: for preschoolers

The presentation was created for children with severe speech disorders in order to practice the use of singular nouns in indirect cases(dative / genitive) or practicing the use of possessive adjectives. Depending on the goal-setting of the lesson, you can change the questions: To whom will we give the tail? / Who is the tail? / Whose tail?
Animation when you click the desired picture, change slides by clicking the trigger button.
The last slides are a surprise moment and resources used.

In a playful way, children learn to distinguish the first sound from the names of pictures and determine its softness. Bunnies help to determine the correctness of the tasks.
This simulator can be used both in the classroom, when passing the topic "designation of the softness of consonants by vowels of the second row", and in speech therapy classes. The resource can be used for frontal work, for group and individual lessons. This type work develops phonemic hearing, sound analysis, and if given the task, write down the names of the pictures, then it consolidates the skill of indicating the softness of consonants in writing.

This work can be used in a group lesson or in individual work with students who have observed substitutions of paired consonants in writing.
In an entertaining and interesting form for children, work is being done to develop phonemic hearing (distinguishing P-B by ear). Then written exercises are given for the correct spelling of these letters in words.
All tasks are given in stages: first, paired consonants are given in words in a strong position, then in a weak position, when you need to use the rule for the correct spelling of consonants in words.
This work can also be used to work with preschoolers who have a phonemic hearing impairment.

Target audience: for a speech therapist

This interactive didactic game is intended for both individual and subgroup classes on the formation and development of phonemic hearing, sound analysis and synthesis skills. Can be used on interactive whiteboard and computer.

The child identifies the first sound in the name of the object and characterizes this sound.
The consonant solid sound is indicated in blue by clicking on the corresponding circle.
Consonant soft sound - in green by clicking on the corresponding circle.
The vowel sound is in red by clicking on the corresponding circle.
If the answer is correct, the bell sounds, the corresponding circle remains on the screen, the rest disappear.
If the answer is wrong, a hammer sounds.
When you click on the picture - a letter appears, denoting the 1st sound in the word.
From the 1st sounds of the names of objects we make a word.

Target audience: for a speech therapist

IN last years there is a sharp increase in the number of children with various speech disorders. Especially common are writing and reading disorders. Reading disorders in children have been studied for a long time, but even today it is one of the most urgent problems of speech therapy. Correction of these types of violations requires purposeful and painstaking work teachers, speech therapists, parents. To make this process interesting, informative and not boring for students, it is necessary to diversify the work with various games and exercises that would break the stereotypical idea of ​​reading as a boring activity.

Target audience: for a speech therapist

It can be very difficult for children with a violation of phonemic processes to distinguish the same sounds in words. This material is intended for the stage when students can not only divide words into syllables, but also find a common syllable in two words. When all the syllables are highlighted, you need to make a sentence out of them, writing it down correctly.

To determine the correct answer, you need to click on the envelope. If the child is having difficulty, then you can take help by pressing the button. In the creation of this simulator, the technological method "Magic Envelope" was used.

Target audience: for grade 1

Presentation on the topic: "Prevention of Dysgraphia".
The Problem of Violations writing for schoolchildren, one of the most relevant, since writing and reading become the basis and means of further education. I.N. Sadovnikova
The development presents exercises aimed at correcting dysgraphia.

Purpose of the event: development of cooperation and activation of parents of pupils of the preschool educational institution, through the expansion of pedagogical, psychological and speech therapy knowledge.

Tasks:

• To give an idea of ​​such speech disorders as "Dyslalia" and "Mild degree of dysarthria";
• Introduce games aimed at developing fine motor skills, phonemic hearing, articulatory apparatus and right type breathing;
• Introduction to development games emotional sphere, positive self-esteem of children preschool age;
• Creating a positive emotional background in the course of joint activities of parents and children.

Equipment:

Event plan:

1. Filling out questionnaires for parents.
2. The game "Tangle".
3. Speech by a speech therapist teacher “The concept of “Dysarthria” and “Dyslalia”, the causes of their occurrence”;
4. "Creative moment with children" (development of sensorimotor skills);
5. Element of logarithmics "Electric train";
6. "Merry Zoo" (stations);
7. Scream like an animal game
8. Make an image of an animal;
9. Reflection, summing up.

Organizing time:

• Parents were offered a questionnaire, the purpose of which was to find out the attitude of parents to the speech defects of their child, whether there is a desire and attitude to cooperate with a speech therapist teacher of a preschool educational institution.
• free communication of parents and children with each other.
• individual conversation with the specialists of the preschool educational institution at will.

Meeting progress:

1. After all the parents have gathered, the speech therapist opens the living room kindergarten greeting parents and children. Offers to "get acquainted":
The game "Tangle"
Target: introduce the participants of the living room to each other, evoke positive emotions and relieve tension, stiffness.
Equipment: soft and cute toy.
Game progress : adults form a circle in the center of the hall, in front of each parent is his baby. The speech therapist gives one of the kids a toy with the words: “Hello, I'm Mishka-Toptyzhka. I really, really like to get acquainted with such cute, smart kids and their kind parents. I would very much like to get to know you. And you? Please tell me your name and the name of your mother (dad) ”(this is how all the guys take turns getting to know the bear).

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

3. Journey to the "Merry Zoo", takes place on an impromptu train (an element of logorhythmics). At the stations of the zoo, adults and children will perform a variety of tasks and exercises that can be used at home.
Element of logarithmics
Target: development of a sense of tempo and rhythm in children, imitation and attention.
Description. Parents and children become a "train" for a speech therapist teacher. The speech therapist reads the poem, accompanying it with movements through the text.

We are on the train:
"Hurrah, hurrah, hurrah!"
Knocking, knocking wheels:
“Ta-ta! Ta-ta! Ta-ta!”
Flicker past the pines
And ate, and at home.
Knocking, knocking wheels
"Yes Yes! Yes Yes! Yes Yes!"
And in the zoo there are foxes
Both elephant and camel.
We will come to the zoo
How fun is it here!

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

4. The entire space of the hall is divided into 2 "stations", where the teacher-speech therapist and the educator are located. On each table there is a soft toy, it will meet the kids.

1 table - "Let's meet the baby elephant"
This station features:

Target: teach parents how to do the exercises correctly.

These exercises are shown by the teacher-speech therapist himself with the help of the logopedic simulator "Speech therapy frog".

Target: to draw the attention of parents to the type of breathing of children, to show parents a set of breathing exercises for the development of a targeted air stream.

Equipment:

"Leaves". The child takes the leaf by the thread, gently blows until the leaf deflects back.

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

Tasks:
Choose pictures with a certain sound;
Make up 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 it is poured different kinds groats, nails, buttons, in general, something that sounds differently. The kid closes his eyes, and the adult makes noise with these boxes in front of the child's ear (for a start, 2 boxes are taken). After the child opens his eyes and once again listens to the boxes, remembering which box was the first.

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

Table 2 "Let's get acquainted with the camel." This station presents the teacher's game for the development of positive self-esteem in preschool children

"I'm in the sun"
A child and an adult draw the sun. Instruction: "On each ray of the sun, 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 with children sit down in their places.
The speech therapist greets the "travellers" and offers to choose envelopes with a new, interesting task.
Children choose envelopes with pictures of animals and birds.

Exercise: to the team (parent + child) lay out an animal or a bird from a split picture and show how this animal screams, show its behavior. Note: if someone finds it difficult what sound to pronounce, 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 growling of a tiger: “Rrrrr”, the hissing of a snake: “Shhhhh”.

At the end of the pedagogical living room, the educator conducts a reflection with the parents: he offers to analyze the results of joint work, evaluate and make suggestions. Parents are given "Reminders" with the main complex articulation exercises, advice from a teacher-speech therapist.

Applications:

Bibliography

1. Wiesel T.G. How to return speech? - M., 2001.
2. Speech therapy: Textbook for students defectol. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. - M.: 2003.
3. Martynova R.I. Comparative characteristics children suffering from mild forms of dysarthria and functional dyslalia // Reader in speech therapy: Tutorial for students of higher and secondary specialized pedagogical educational institutions: In 2 vols. T1./ Ed. L.S. Volkova and V.I. Seliverstov. - M.: Humanit. Ed. Center VLADOS, 1997.
4. Osmanova I.S. Games and exercises for children 5-6 years old. SPb., 2007.
5. Pay F.F. Techniques for correcting phoneme pronunciation deficiencies // Fundamentals of the theory and practice of speech therapy. - M., 1968.
6. Filicheva T. B. and others. Fundamentals of speech therapy: Proc. allowance for students ped. in-t on spec. "Pedagogy and psychology (preschool)" / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. - M .: Education, 1989.
7. Fomicheva M.F. Teaching correct pronunciation. - M., 1971.
8. Pozhilenko E.A. " Articulation gymnastics"- St. Petersburg, 2009

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[Usage didactic games in classes on the formation of lexical and grammatical categories in children with OND. 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 lexical and grammatical representations in preschool children with 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 middle group. Topic: "The Tale" Gingerbread Man" Purpose: - Enrich, expand and activate vocabulary.

CHARACTERISTICS OF CHILDREN WITH ONROP is a complex speech disorder in which children with
normal hearing and primary intact intelligence is noted
late onset of speech development, poor vocabulary, agrammatism,
defects in pronunciation and phonemic formation.
These manifestations together indicate a systemic disorder.
all components of speech activity.
A systematic approach to the analysis of speech disorders in children is presented in
works of R.E. Levina.
ONR has a different degree of severity: from the complete absence
speech means of communication to expanded speech with elements
phonetic and lexical-grammatical underdevelopment. All
variety of speech underdevelopment R.E. Levina reduced to three levels
speech development. Each level is characterized by
the ratio of the primary defect and secondary manifestations,
delaying the formation of speech components. Transfer from
one level to another is characterized by the emergence of new speech
opportunities.

Mastery of the native language system

Mastering the mother tongue system of the OHP III level (5 years)

CONNECTED_SPEECH Lack of clarity, consistency of presentation, fragmentary judgments, emphasis on external, superficial impressions, and not

Mastering the mother tongue system of the OHP II level (5 years)

CONNECTED_SPEECH (ONR II level)

Comparison of story texts

Mastering the system of the native language of the OHP Level I (4.5 - 5 years)

Children pronunciation patterns

Speech features + insufficient formation of processes closely related to speech activity (non-speech mental processes)

Attention and memory disorders

Disorders of articulatory motility

Fine motor skills disorders of the fingers

Insufficient formation of verbal-logical thinking

Characterological (personal) features of children with OHP

The presence of a complex symptom complex in children with ONR

OHP level I

OHP level I

OHP level I

OHP level II

OHP level II

OHP level II

slide 2

I level of speech development

"Lack of common speech" is characterized by a complete or almost complete inability to use the usual speech means of communication. Children at this level communicate using babbling sounds and gestures.

slide 3

Basic provisions for the characteristics of the I level of speech development

1. Active vocabulary in its infancy. It consists of onomatopoeia, babble words, and only a small number of commonly used words. The meanings of words are unstable and undifferentiated. 2. The passive vocabulary is wider than the active one, but the understanding of speech outside the situation is very limited. Phrasal speech is almost completely absent. 3. The ability to reproduce the sound and syllabic structure of a word has not yet been formed.

slide 4

I I level of speech development

The beginnings of common speech At this level, communication is carried out not only with the help of gestures, accompanied by undifferentiated sound complexes (scraps of words), but also through a fairly constant, albeit very distorted and limited stock of commonly used words.

slide 5

Basic provisions for the characteristics of the I-I level of speech development

1. The active vocabulary is expanded not only by nouns and verbs, but also by the use of some (qualitative) adjectives and adverbs. 2. There is some enrichment of speech due to the use of individual forms of inflection. There are attempts by children to change words according to gender, numbers and cases, verbs according to tenses. 3. At the second level of speech development, children begin to use the phrase. 4. Understanding of speech improves, passive and active vocabulary expands, understanding of some simple grammatical forms arises. 5. The pronunciation of sounds and words is broken sharply. The unpreparedness of children to master sound analysis and synthesis is revealed.

slide 6

I I I level of speech development

the presence of extended phrasal speech with pronounced elements of underdevelopment of vocabulary, grammar and phonetics

Slide 7

Basic provisions for the characteristics of I I I level of speech development

1. Inaccurate knowledge and use of many everyday words. Children's active vocabulary is dominated by nouns and verbs. There are few words that characterize the qualities, signs, states of objects and actions, as well as methods of action. A large number of errors are observed in the use of simple prepositions and almost no more complex prepositions are used in speech. 2. Insufficient formation of grammatical forms of the language - errors in case endings, mixing of tense and aspect forms of verbs, errors in coordination and management. Children almost never use word-formation methods. 3. In active speech, mostly simple sentences are used. There are great difficulties, and often a complete inability to distribute sentences and build complex sentences (composed and subordinate).

Slide 8

4. Most children still have shortcomings in the pronunciation of sounds and violations of the structure of the word, which creates great difficulties in mastering sound analysis and synthesis. 5. Understanding of everyday speech is sufficient, but sometimes there is ignorance of individual words and expressions, a mixture of semantic meanings of words that are similar in sound, an unsteady mastery of many grammatical forms. This is especially evident when reading educational and artistic texts. 6. In writing and reading, there are many errors of a specific nature, which are directly dependent on the level of development of speech.

Slide 9

IV level of speech development

Unsharply pronounced residual manifestations of lexical-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are revealed in the process of a detailed examination when performing specially selected tasks.

Slide 10

Basic provisions for the characteristics of the IV level of speech development

Separate violations of the syllabic structure of words and sound filling: elision - in the reduction of sounds, omissions of syllables; paraphasia, permutation of sounds, syllables; perseveration and addition of syllables and sounds. Insufficient intelligibility, expressiveness, somewhat sluggish articulation and fuzzy diction leave the impression of a general slurred speech. The incompleteness of the formation of the sound structure, the mixing of sounds characterize the insufficient level of differentiated perception of phonemes.

slide 11

Basic provisions for the characteristics of the IV level of speech development

Separate violations of semantic speech: there are no words denoting some animals and birds (penguin, ostrich), plants (cactus, loach), people of different professions (photographer, telephone operator, librarian), body parts (chin, eyelids, foot); generic and specific concepts are mixed (crow, goose - bird, trees - fir trees, forest - birches). when denoting actions and signs of objects, they use typical names and names of approximate meaning: oval - round; rewrote - wrote; character lexical errors manifests itself in the replacement of words that are close in the situation (uncle paints a fence with a brush - instead of “uncle paints a fence with a brush; a cat rolls a ball - instead of “ball”), in a mixture of signs (a high fence is long; a brave boy is fast; old grandfather is an adult) .

slide 12

Mistakes in the use of: diminutive nouns (coat - coat; scarf - dress; starling, birdhouse - birdhouse; strap - strap, etc.); nouns with singularity suffixes (pea, pea - pea; powder puff, cannon - fluff; raisins, raisins - zest; sand, sand, sandbox - grain of sand, etc.); adjectives formed from nouns with different meanings of correlation (downy - downy; cranberry - cranberry; c'osny - pine); adjectives with suffixes characterizing the emotional-volitional and physical state of objects (boastful - boastful; smiley - smiling); possessive adjectives (volkin - wolf; fox - fox).

slide 13

The peculiarity of coherent speech: 1. In a conversation, when compiling a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “stuck” on minor details, omissions of main events, repetition of individual episodes are ascertained. 2. Talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences. 3. Difficulties remain in planning one's statements and selecting the appropriate language means.

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