Design and research activities in correctional speech therapy classes. How to pronounce the sound [R] correctly.
Project is a way of organizing joint activities adult and child to achieve a common goal. The founder of the projects, American educator William Kilpatrick, imagined the educational process in kindergarten as a series of experiments. The knowledge gained during one experience developed and enriched subsequent experiences. Design means the ideal understanding and practical implementation of what should be. Didactic meaning project activities is that it helps to connect learning with life, forms research skills, develops cognitive activity, independence, creativity, ability to plan, work in a team. Such qualities contribute to children's successful learning at school. It was on this basis that I decided to try to conduct a little research work with the children.
Corrective classes at the speech center kindergarten children visit preparatory groups with problems with sound pronunciation. The goal of a speech therapist is to prepare the child’s articulatory apparatus for pronouncing sounds that are difficult for him with the help of special articulation exercises, to produce (call out) the sound, and to consolidate it in the student’s independent speech. At the first stage of work, it is necessary to form a “physiological image” of sound.
Without understanding where and how the organs of articulation (lips, teeth, tongue) are located when pronouncing a sound, it is impossible to reproduce the necessary articulatory postures, and, consequently, sound production becomes more complicated. Partially, the “physiological image” of sound can be explained with the help of articulatory gymnastics exercises, when, using game plots and object pictures, speech therapists develop the mobility of the tongue, its switchability, accuracy and sequence of movements. But not all children immediately perform the exercises correctly and reproduce the desired articulatory pattern.
This is due to a number of reasons, for example, the absence of front incisors in children does not provide support for the tongue when pronouncing certain sounds. In this regard, I decided to conduct a little research with the children. And since at the beginning academic year Most preschoolers cannot do this on their own, much less formalize the results, and attracted parents. Most children who are speech pathologists have impaired pronunciation of the sound [P], which is why the topic of our research work This is what it sounds like: “How to pronounce the sound [R] correctly.”
The goal of the project: a child speech pathologist will understand the position of the organs of articulation when pronouncing the sound [P].
Tasks:
-find out which organs are involved in the formation of human speech, -establish which of them take part in the pronunciation of the sound [P], -identify the peculiarities of the position of the organs of articulation when pronouncing the sound [P]
Project type:
research, short-term, individual
Addressing:
The project is being implemented within the framework of the Program of Correctional and Speech Therapy Work with Children with Sound Pronunciation Disorders
Project participants: children of the preparatory group Age of participants: 6-7 years
Implementation period: November 2015-2016 academic year
Expected result: conscious adoption of the correct articulatory pattern when pronouncing the sound R. Proposed criteria for assessing the effectiveness of the project: creation of a booklet that can be used by other children with sound pronunciation disorders.
Attached files
Municipal budget preschool educational institution combined kindergarten No. 37 municipality Timashevsky district Author of the experience: Namm Inna Viktorovna, teacher-speech therapist MBDOU d/s No. 37
A modern child needs not so much to know a lot, but to think consistently and convincingly, and to show mental effort. That is why, as a component of school readiness, researchers identify intellectual readiness, which includes sufficient high level development of cognitive activity and mental operations. It is no coincidence that “Concepts of the content of continuing education (preschool and primary level)» great attention addresses the development of children's thinking, encouraging the child's cognitive initiative, children's questions, reasoning, independent conclusions, and respectful relationships with them.
The relevance of the problem lies in the importance of the timely development of research activities of children of senior preschool age. The development of speech is one of the main components; without speech it is impossible to build it, analyze it and discuss how reliable it is, and at the same time the research process itself helps the development of evidence-based, reasoning and generalizing speech. This problem is especially significant for children with FFN.
The practical work of a speech therapist teacher made it possible to see gaps in educational work with children who have certain deviations in speech development. Based on the results of monitoring the development of speech and mental processes, we (by me and the group teacher) A system for speech development in the process of cognitive research activities of older preschoolers was developed, which will allow qualitative and quantitative improvement of results.
By combining our efforts as a speech therapist and group educator, we were able to achieve significant results.
Curiosity, the desire to experiment, to independently find solutions to problems are the most important features of children's behavior that we were able to form in the process of in-depth work on the above-mentioned problem.
The problem we solve:
To help speech-language pathology children realize their cognitive activity, including children in meaningful activities, during which they themselves could discover more and more new properties of objects and be able to talk about it.
We have organized the creation of conditions for the development of speech in the process of search and research activities into blocks:
Teaching action research.
The purpose of the first block: teaching skills in conducting educational research, creating a culture of thinking and developing skills in research behavior.
Formation of a holistic perception of the environment, category concepts.
The purpose of the second block: expanding ideas about the world around us, forming categorical concepts. First of all, this work is built on the basis of expanding and deepening ideas about words, which combine in their content degrees of generalization of objects, phenomena, actions, etc.
The development of speech is carried out together with thinking, since these cognitive processes are the most important in search and research activities.
At the first stage, we highlighted the problem and outlined a method for solving it. The decision itself, the search for it, is carried out by children independently.
At the second stage, we only posed a problem to the children, but the child looked for a method to solve it on his own (group search is possible here).
At the third stage, the formulation of the problem, as well as the search for a method and the development of the solution itself, is carried out by children independently.
Different objects of knowledge imply different attitudes towards them and various ways their research. The following objects are highlighted:
Living objects, nature:
- distinction between living and nonliving;
- caring and respectful attitude towards living things;
- willingness to care about someone or something;
- understanding of the rules of safe behavior.
Inanimate objects, items:
- tools, tools - adults show the child how to use them;
- technical means, including means of transportation - familiarization with their structure, rules of operation and use;
- toys - the child uses at his own discretion;
- materials (constructors, isomaterials, etc.)- the child explores and uses independently, an adult can show some of their properties and capabilities;
- aesthetic objects - examining objects, treating them with care.
Methods and methods of action (technologies).
People's relationships, feelings. (They are of greatest interest to children in older preschool age.)
Impressions, perception: color, sounds, texture of material, taste, smell.
This work assumes the following structure of research action:
- the child identifies and poses a problem that needs to be resolved;
- puts forward a hypothesis, i.e. offers possible solutions;
- tests these possible solutions against the data;
- draws conclusions in accordance with the results of the inspection;
- applies conclusions to new data;
- makes generalizations.
The main form of work is didactic games, developed on topics proposed by the Education and Training Program edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
Expected result of the work: dynamic speech acquisition by children.
I block "Teaching Action Research"
A problem is any theoretical or practical situation in which there is no solution appropriate to the circumstances and which therefore forces one to stop and think. A problem is a difficulty, an uncertainty. To eliminate it, action is required, first of all, research into everything related to this problem situation.
Finding problems is not easy.
From the point of view of developing research skills, a very important question is whether the child, when starting his own research, should be required to clearly formulate the problem, i.e. determined what he would research, and then began to act. Formally speaking, this is necessary. But besides formal reasoning, there is also a reality that should not be forgotten.
The statement that the formulation of a problem must necessarily precede research is only partially true. Formally this is true, but the real creative process is always a step into the unknown. Therefore, the formulation of the problem itself often arises only when the problem has already been solved. No matter how seditious it may sound, a real researcher, when starting a search, does not always clearly understand why he is doing this, and certainly does not know what he will find in the end. When carrying out this part of the research work with the child, we tried to be flexible; we should not demand a clear understanding and formulation of the problem. Its general, approximate characteristics are quite sufficient.
We believe that the act of creativity will be significantly impoverished if the researcher pursues a predetermined goal. The product of creativity is largely unpredictable; it cannot simply be derived from initial conditions. Often the child does not know what he wants to say before he says something. Typically in research, goal awareness occurs in parallel with its achievement, as the problem is solved. Creativity is the creation of something new, transformation, transformation of what existed in the beginning. By forming, discovering, clarifying, and integrating newly opening possibilities, the child simultaneously concretizes and modifies the problem that initially confronted him.
Therefore, we did not require a clear verbal formulation of the research problem from the child.
When performing this type of task, we tried to refrain from criticism and, without stinting on praise, noted the most interesting, original versions. The observation method only looks simple on the surface, but in practice it is not. We taught observation, and this is by no means an easy task.
An effective task for developing the ability to observe was our proposal to consider some interesting and at the same time well-known objects for children, for example autumn leaves (trees, apples, etc.).
I or the teacher asked me to pick up the leaves, look carefully, determine the shape, and name the colors. We also talked about where they grow and why they change color and fall off every fall.
The task is used as an exercise to develop observation ability "Observing the Obvious" .
One of the basic skills of a researcher is the ability to put forward hypotheses and make assumptions. This requires originality and flexibility of thinking, productivity, as well as personal qualities like determination and courage. Hypotheses are born as a result of logical (verbal) and intuitive thinking.
A hypothesis is a conjectural, probabilistic knowledge that has not yet been proven logically or confirmed by experience. Initially, a hypothesis is neither true nor false - it is simply undefined. Once it is confirmed, it becomes a theory; if it is refuted, it ceases to exist, turning into a false assumption. For children's research aimed at developing creative abilities, it is important to be able to develop hypotheses according to the principle "more the better" . Even the most fantastic hypotheses and provocative ideas are suitable for us.
Proposing hypotheses, assumptions and unconventional (provocative) ideas are important thinking skills that enable research and, ultimately, progress in any creative activity.
How hypotheses are born. In professional research work it usually happens like this: a scientist thinks, reads, talks with colleagues, conducts preliminary experiments (they are usually called aerobatics), as a result, finds some kind of contradiction or something new, unusual. And most often this "unusual" , "unexpected" is found where everything seems understandable and clear to others. Knowledge begins with surprise at what is ordinary, the ancient Greeks said.
Methods for testing hypotheses are usually divided into two groups: theoretical and empirical. The first involves relying on logic and analysis of other theories within the framework of which this hypothesis was put forward. Empirical methods for testing hypotheses involve observations and experiments.
So, hypotheses arise as possible options solutions to the problem and are tested during the study. The construction of hypotheses is the basis of research, creative thinking. Hypotheses allow us to find new solutions to problems and then - through theoretical analysis, thought or real experiments - evaluate their likelihood.
Thus, hypotheses make it possible to see the problem in a different light, to look at the situation from a different perspective.
The value of assumptions, even the most ridiculous and provocative ones, is that they force us to go beyond everyday ideas, to immerse yourself in the element of mental play, risk, to do something without which movement into the unknown is impossible.
There are also completely different, special, implausible hypotheses - they are usually called provocative ideas. For example, this idea could be: “Birds find their way south because they catch special signals from space” .
Hypotheses, assumptions, and various provocative ideas allow you to set up real and thought experiments. To learn to develop hypotheses, you need to learn to think and ask questions.
The genesis of questions is essential for understanding the process of development of a child’s cognitive interests, because questions are a specific and clear indicator of the presence of such interests.
It has been established that the child is a logopath, just like ordinary child, shows curiosity about a wider range of phenomena than before; questions arise not only in connection with the perception of specific objects and phenomena, as was the case before, but also in connection with the emerging ability to compare previous experiences with new ones, find similarities or differences, and reveal connections and dependencies between objects and phenomena. Questions are determined by the desire for independence in solving problems that have arisen, the desire to penetrate beyond the limits of what is directly perceived, and the ability for more indirect methods of cognition. All this is expressed in increasingly complex questions. About sustainability cognitive interest It also says that the child again and again turns to the object or phenomenon of interest.
We also identified the creation of a friendly, relaxed atmosphere, encouragement not only of those actively participating in the activity, but also of those who do not show their enthusiasm as essential conditions for conducting all games and activities. at the moment the necessary initiative, the absence of any criticism of children. This allows each child to feel confident that his questions will not be laughed at and that he will definitely be able to prove himself, even next time.
The form of the games can be different - frontal or subgroup, but the latter undoubtedly gives the best effect.
One of the main components information culture The following types of human activities can be considered:
- information search;
- perception;
- classification;
- moral assessment (information filtering);
- processing (analysis, synthesis);
- use of information.
Mastery of the native language, speech development, is one of the important acquisitions of a child in preschool childhood, especially a child who is a speech pathologist. Preschool age- this is the period of active acquisition by the child of spoken language, the formation and development of all aspects of speech: phonemic, lexical, grammatical. With the integrated efforts of a speech therapist and educator, he is able to master the rules of sound design of words, pronounce them clearly and clearly, and have a certain vocabulary, coordinate words in gender, number, case, accurately conjugate frequently used verbs. In addition, the child is able to talk about experienced events, retell the content of the text, reveal the content of the picture, and some phenomena of the surrounding reality.
The development of speech as a means of transmitting information and activating thinking can successfully develop children’s cognitive and research activities. Planning, decision, execution and analysis of any activity is impossible without a speech act, and how the child uses this requires the attention of the teacher.
EXPERIMENTAL ACTIVITIES OF CHILDREN
AT Speech Therapy Classes.
Timakhova T.A.
To improve efficiency correctional work In speech therapy classes, along with other types of work, it is recommended to use experimental activities of children. The child most fully and clearly perceives and remembers what was interesting to him, what was explored by him independently.
Psychologists have proven that classes learned without interest, not colored by one’s own positive attitude, emotions, do not become useful. This is dead weight. During class, the child writes, reads, answers questions, but this work does not affect his thoughts and does not arouse interest. He is passive. Of course, he learns something, but passive perception and assimilation cannot be the basis of solid knowledge. Children remember poorly because learning does not captivate them. You can always find something interesting and exciting. You just need to find it and serve it to the children, which will encourage them to make similar finds and discoveries.
In speech therapy classes, children can not just learn something, but try and experiment on their own, gaining knowledge. We adapted to the individual characteristics of children and included modified tasks and exercises in the content of some classes
"Construction of letters." On the tables there are sticks, strings, buttons, pencils. Children are asked to lay out different letters. They must choose the material most convenient for laying out these letters.
“Letter reconstruction” is a variant of the letter construction exercise. How to get others from one letter? (Move the stick or add, combine waste, natural material, etc.)
Game "The Word Has Scattered" (anagram). On the board is a word with a changed order of letters (this can result in not one word, but several, for example: pine - pump, grater - actor).
Game "Who can collect the most words." Making up words to a specific syllable (for example: flour, fly, museum, garbage). Choice of words to a given sound model. In front of the children is a diagram of colored chips representing sounds. You need to select as many words as possible (mentally “fit” the words to the diagram). A more complicated option for children to work with a model is a riddle game. A certain word is guessed, children must guess with the help of leading questions: is it alive? inanimate? item? what shape? what is it made of?
Selecting words for syllable patterns. Name words consisting of one syllable, two or three syllables - with emphasis on the first, second, third syllable, etc.
Composing a word using the initial sounds or the final sound of other words.
Replacement in a word of one sound (letter) to obtain a new word (metagram). For example: bunny - T-shirt - nut - seagull.
Formation of new words from letters of this word. For example: ice cream - sea, knife, walrus, etc.
Choice of words to this rhyme. For example: juice - fishing line, sock, belt, little voice, etc.
Working with isographs. In the pictures, the words are written in letters, the arrangement of which resembles the image of the object in question.
Making proposals using graphic diagrams (game “Telegraph”).
Rearranging words for the purpose of obtaining the desired phrase. For example: “Fatima at beautiful doll».
Connecting parts of broken sentences. For example: “Falls sticky. Snow barks loudly. Ball".
Writing a story from two texts read alternately.
Writing a coherent story from fragmentary phrases and phrases.
Reading text from the end to realize the inconvenience of such a reading.
Educational game “Read on the marbles” (author Voskobovich and other similar games).
Solving puzzles (especially with the use of prepositions - the ability to choose the right preposition).
Solving crossword puzzles (words starting with a specific letter, thematic, etc.).
Special attention in the organization experimental activities We assigned the children to work on individual cards. First we used cards with tasks published in methodological literature. Then, seeing the children’s interest in this type of task, we made cards with tasks of increasing complexity. Completing tasks on individual cards has great value, both for children and for the teacher.
For children:
Provide a minimum level of phonemic, sound-letter, graphic, cognitive tools, which make it possible to move on to the next stage of learning - reading;
Create conditions for children’s orientation and research activities;
Develop various aspects mental activity: attention, thinking, memory, speech;
They consolidate the stock of existing ideas about the sound-letter side of a word, the degree of preparedness of the hand to perform graphic skills;
They develop the ability to understand a learning task and solve it independently;
They develop self-control and self-esteem skills.
For the teacher:
Reduces selection difficulties didactic material at individual work with children;
Allows you to control the level of assimilation of program material;
They build relationships with children, especially those with little contact.
Work using cards was carried out on individual lessons, as one of the types of control of frontal classes, as well as when carrying out correctional work between a child and a teacher, and was recommended to parents for playing with their children at home.
All tasks on the cards were accompanied by bright illustrations, which were protected with a special film, which made it possible for children to use felt-tip pens when completing tasks.
We offer a list sample assignments– experiments we conducted with children:
Make sound models of words and compare them.
Make a sound model of the word, labeling vowel sounds with letters.
How many sounds are there in a word? Write the number in the square.
Connect the picture with the sound model.
Connect pictures and sound models together.
Correct errors in the sound model of the word.
Choose one word for each sound model.
Match three words to the sound model.
Make up a word based on the first sounds of the names of the pictures.
Make up a word based on the second sounds of the names of the pictures.
Make up a word based on the last sounds of the names of the pictures.
Determine the place of the sound [l] in words (at the beginning, middle, end).
Highlight the first sounds in the names of the pictures. Name their paired sounds based on hardness and softness.
Highlight the first sounds in the names of the pictures. Name the sounds paired with them according to their deafness - hardness.
Write the word in letters. What other words can be made from these letters?
How many syllables are in a word? Write the number in the square.
Connect the picture with the syllable diagram.
Connect the pictures and syllable patterns with each other.
Choose one word for each syllable pattern.
Make up a word using the first syllables of the picture names.
Make a sound model of the word. How many sounds are there in a word? Give a description of each sound. Write the word in letters. How many letters are there in each word? Divide the word into syllables and add stress.
Make a proposal based on the picture and graphic diagram.
Write one sentence for each graphic diagram.
Kolesnikova E.V. Fun grammar for children 5-7 years old. M., 2008.
Kolesnikova E.V. Development sound-letter analysis in children 5-6 years old. M., 2000.
Pozhilenko EL. A magical world of sounds and words. M., 1999.
Uzorova O.V., Nefedova E.L. 1000 words for phonetic (sound-letter) analysis. Development of phonemic hearing. M., 2007.
Card No. 6. Connect pictures and syllable patterns together
A project is a way of organizing joint activities between an adult and a child to achieve a common goal. The founder of the projects, American educator William Kilpatrick, imagined the educational process at school as a series of experiences. The knowledge gained during one experience developed and enriched subsequent experiences. Design means the ideal understanding and practical implementation of what should be. The didactic meaning of project activities is that it helps to connect learning with life, develops research skills, develops cognitive activity, independence, creativity, the ability to plan, and work in a team. Such qualities contribute to children's successful learning at school. It was on this basis that I decided to try to conduct a little research work with the children.
Corrective classes at the speech center secondary school attended by first-graders with speech impairments. The goal of a speech therapist is to prepare the child’s articulatory apparatus for pronouncing sounds that are difficult for him with the help of special articulation exercises, to produce (call out) the sound, and to consolidate it in the student’s independent speech. At the first stage of work, it is necessary to form a “physiological image” of sound.
Without understanding where and how the organs of articulation (lips, teeth, tongue) are located when pronouncing a sound, it is impossible to reproduce the necessary articulatory postures, and, consequently, sound production becomes more complicated. Partially, the “physiological image” of sound can be explained with the help of articulatory gymnastics exercises, when, using game plots and object pictures, speech therapists develop the mobility of the tongue, its switchability, accuracy and sequence of movements. But not all children immediately perform the exercises correctly and reproduce the desired articulatory pattern.
This is explained by a number of reasons, for example, the absence of front incisors in first-graders does not provide support for the tongue when pronouncing certain sounds. In this regard, I decided to conduct a little research with the children. And since at the beginning of the school year the youngest schoolchildren cannot do this on their own, much less formalize the results, she attracted parents. The majority of first-graders - speech pathologists - have impaired pronunciation of the sound [P], which is why the topic of our research work sounds like this “How to pronounce the sound [R] correctly”.
The goal of the project: a child speech pathologist will understand the position of the organs of articulation when pronouncing the sound [P].
Tasks:
Find out which organs are involved in the formation of human speech,
- establish which of them take part in the pronunciation of the sound [P],
-identify the peculiarities of the position of the organs of articulation when pronouncing the sound [P]
Project type:
research, short-term, individual
Addressing:
The project is being implemented within the framework of the Program of Correctional and Speech Therapy Work with Children with Sound Pronunciation Disorders
Project participants: 1st grade students
Age of participants: 6-7 years
Implementation deadlines: October 2012-13 academic year
Expected result: conscious adoption of the correct articulatory pattern when pronouncing the sound R.
Suggested criteria for assessing the effectiveness of the project: creating a booklet that can be used by other children with speech impairments.
Municipal state-owned preschool educational institution of the city of Novosibirsk “Kindergarten No. 381 of a combined type”
EXPERIMENTS AND EXPERIMENTS
IN THE WORK OF A Speech Pathologist TEACHER
(from work experience)
Speech therapist teachers
MKDOU d/s No. 381
V.Z.Shirzai
N.G.Leonova
Novosibirsk
EXPERIMENTING WITH THE SOUND AROUND US
To successfully implement the new Federal State Standards, we must ensure the diversified development of the child, taking into account his age and individual characteristics. And to achieve these goals, it is important to develop the ability to speak beautifully and correctly.
To master the phonetic side of a language, you need to be able to listen well, hear and distinguish between correct and incorrect pronunciation of sounds in someone else’s and your own speech, as well as control your own pronunciation.
A child’s developed phonemic awareness is an indispensable condition for successful literacy learning. Distinguishing speech sounds -phonemic awareness - is the basis for understanding the meaning of what is said.
The development of phonemic hearing begins from the very first stages of speech therapy work and is an integral part of the correctional impact on the frontal, subgroup and individual forms of direct educational activities.
In speech therapy and neuropsychology, special exercises have been developed and successfully used in practice for the formation of non-speech sound discrimination. Distinguishing non-speech sounds by ear is the foundation and basis for the development of phonemic hearing. It is important to take these exercises seriously, give them as much time and attention as needed, and at the same time do not forget that the activities should become attractive and interesting for the child.
Game experiments for the development of phonemic hearing
“Where is it ringing?”
Determine the direction of the sound. For this game you need a bell or other sounding object (whistle, tambourine). The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”. The child is the driver.
"Ears - rumors"
An adult shows wooden, metal spoons, and crystal glasses. Children name these objects. It is suggested to listen to how these objects sound. Having installed the screen, the adult reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.
"Noisy boxes"
You need to take two sets of small boxes - for yourself and the child, fill them various materials, which make different sounds when shaken. You can pour sand, cereals, peas into the boxes, put buttons, paper clips, paper balls, buttons, etc. You take a box from your set, shake it, the child, closing his eyes, listens carefully to the sound. Then he takes his boxes and searches among them for one that sounds similar. The game continues until all pairs are found. This game has many options: an adult shakes several boxes one after another, a child remembers and repeats a given sequence of different sounds. Don't forget to switch roles and be sure to make mistakes sometimes.
“Listen, try how it sounds”
Explore the sound nature of any objects and materials at hand. Change the volume and tempo of the sound. You can knock, stomp, throw, pour, tear, clap.
« Guess what it sounded like"
Analyze household noises with your child - the creaking of a door, the sound of footsteps, a telephone ringing, a whistle, the ticking of a clock, the noise of pouring and boiling water, the clanking of a spoon against a glass, the rustling of pages, etc. The child should learn to recognize their sounds with open and closed eyes, gradually it is necessary to accustom him to retain in his memory the “voices” of all objects, increasing their number from 1-2 to 7-10.
"What does it sound like"
Make a magic wand with your child, tap the wand on any objects in the house. Let all the objects in your home sound. Listen to these sounds, let the child remember what it sounds like and find sounding objects at your request: “tell me, show me, check what sounded,” “what sounded first, and what then.” Give the wand to the child, let him “voice out” everything that comes to his hand, now it’s your turn to guess and make mistakes. Don't forget to take your magic wand with you on your walk.
A more difficult option is recognizing sounds without relying on vision. The child answers the questions: “What object did I knock on? And now? What sounds similar? Where have we heard similar sounds?
“Pick a picture or a toy”
You knock (rustle, rattle, trumpet, ring, play the piano), and the child guesses what you did, what it sounded and selects the corresponding picture or toy.
« Fork"
Invite your child to pronounce any poetic text syllable by syllable and at the same time tap its rhythm according to the rules: syllables are tapped (each syllable - one beat), on each word, including prepositions, the hand or foot changes.
EXPERIMENTS DURING PERFORMANCE OF BREATHING GYMNASTICS
Important section speech therapy work is the development of breathing and the correction of its disorders. Correction of breathing disorders begins with general breathing exercises, the purpose of which is to increase the volume, strength and depth of inhaled and exhaled air and normalize the breathing rhythm.
Breathing training is carried out in various positions of the child: lying on his back, sitting, standing. The speech therapist performs all exercises together with the child. When performing breathing exercises, you should not overtire the child. It is necessary to ensure that he does not strain his neck, shoulders, or take an incorrect position. You need to monitor the smoothness and rhythm of your breathing movements. Breathing exercises should be carried out before meals, in a well-ventilated area.
To work on mastering voluntary breathing (the ability to voluntarily change rhythm, hold inhalation and lengthen exhalation), long-term training based on involuntary breathing movements is required. These exercises are necessary preparation for further work on the establishment and development of speech breathing. With the development of speech breathing, the speech therapist works aimed at differentiating nasal and oral inhalation and exhalation. It is necessary to exhale through the mouth as much as possiblearbitrary, long, rhythmic .
While performing breathing exercises, the child’s attention should be focused on the sensations of movements of the diaphragm, intercostal muscles, and the duration of voluntary inhalation and exhalation. For this purpose, it is effective to carry out some breathing exercises in the form of experiments. In this case, we invite the child to observe and compare the results when performing exercises with different exhalation forces. This is especially important when working to eliminatelateral sigmatism . In order to form a directed air stream, it is necessary to show the child that exhaled air can exit from the mouth into different directions: forward, sideways or even in the cheeks. To do this, we suggest experimenting, “catching” the air stream in various playful breathing exercises with objects.
Glug-glug
You need to take two transparent plastic cups. We pour a lot of water into one, almost to the brim, and into the other - a little bit. The child is invited to play “glug-glug” using cocktail straws. The child’s task is to play “Bul-Bulki” in such a way as not to spill water. Trying to blow into cups in different ways, the child draws a conclusion - into a cup with a lot of water you need to blow weakly through a straw, and into a cup with little water you need to blow strongly. At the same time, we observe what happens if you blow strongly into a glass with a lot of water. Be sure to draw the child’s attention to the words:weak, strong, much, little .
Three candles
To play you will need large multi-colored candles. It is necessary to place three candles on the table in front of the child different colors at different distances from him and ask him to blow them out in turn: near, middle and far. You need to blow slowly, the inhalation should not be noisy, and you cannot puff out your cheeks. During the game, we observe and draw a conclusion: in order to blow out the near candle, it is enough to blow weakly; to blow out the far one, you need to blow as hard as possible.
Football
The child is asked to push the cotton ball into the goal. To do this, you need to stretch out your lips with a “tube” and blow on a cotton ball, trying to drive it into the “gate” from the toy building material. In this case, the gates are placed at different distances from the child. Carrying out this exercise, the child draws a conclusion about the required force and direction of exhalation.Game option - drive the car into the garage.
Magician
The child is asked to show a trick: put a piece of cotton wool on the tip of his nose, smile, open his mouth slightly, blow forcefully on his tongue, trying to blow the cotton wool off his nose. Performing this exercise in different ways, we conclude: in order to blow the cotton wool upward, you need to bend your tongue upward and blow harder. And in order to keep the cotton wool at the top longer, the exhalation must be not only strong, but also long.
Catch the air stream
The child is asked to blow on a small pinwheel, which will spin only if exhaled air hits it. In order to “catch” the air stream, the child blows and at the same time slowly moves the pinwheel left and right. Where the spinner spins, air comes out. This exercise is useful for lateral sigmatism.
Two turntables
To play you will need two turntables - one with small blades, the other with large ones. The child blows on the blades of a toy-pinwheel and observes: to make the blades of a small pinwheel spin, you can blow weakly, but to make the blades of a large pinwheel spin, you need to blow harder. Similarly, it is suggested to blow on a pinwheel with one flower and on a pinwheel with several flowers: in order for all the flowers to spin, you need to blow much harder.
Warming our hands
In this exercise we learn to compare the exhaled air stream. To do this, the child is asked to control the exhalation with his palms - blow on his palms. We use the same exercise when producing whistling and hissing sounds. The child uses his palm to control the correctness of his pronunciation. If the “breeze” is cold, “winter,” then the sound [s] is pronounced correctly. When pronouncing the sound [w], the “breeze” is warm, “summer”, the palms warm up.
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